1. Speech and Language Disorders By: Caini Csak & Nina Mounivong

2. Speech & Language Disorders  Video: http://www.youtube.com/watch?v=D3g9lQo WNxM http://www.youtube.com/watch?v=D3g9lQo WNxM  Questions: 1. What did you notice about the process of speech therapy in the video between Bo and the speech pathologist? 2. Why do you think the speech pathologist was asking questions? 3. What did you notice about the way Bo was communicating?

3. Identifying Speech and Language Disorders 1. Does the student follow simple directions?

4. Identifying Speech and Language Disorders 2. Does the student understand the meanings of words that others understand?

5. 3. Does the student have a limited vocabulary compared with age peers? Identifying Speech and Language Disorders

6. 4. Does the student understand longer, more complex sentences? Identifying Speech and Language Disorders

7. 5. Does the student follow the general rules for grammar? Identifying Speech and Language Disorders

8. 6. Does the student have more than normal difficulty finding the correct word? Identifying Speech and Language Disorders

9. Speech Disorder  It is characterized by the impairment of voice or difficulties in the fluency and articulation of sounds  Children who have difficulty in the oral production of language are considered to have a speech disorder  It is divided into 3 distinct yet related categories: 1. articulation 2. voice 3. fluency

10. Speech Disorders Articulation Disorder Voice DisorderFluency Disorder Omissions of speech Substitutions of speech sounds Additions of speech sounds Hoarseness Pitch (high/low, squeaky) Loudness Resonance (nasal) Flow of speech is unusually irregular Marked by stoppages Repetitions Unusual pauses

11. Language Disorder  Characterized by the difficulty in understanding (receptive) and using (expressive) language  Children have problem receiving information and/or formulating an acceptable adequate response

14. Communication Disorder  Child has difficulty using his/her speech and language skills effectively to communicate thoughts, ideas, wants, and needs

15. Criteria for Identification  Speech Disorder:  A disorder in language formulation that may be associated with neurological, psychological, physical, or sensory factors, that involves perceptual motor aspects of transmitting oral messages, and that may be characterized by impairment in articulation, rhythm, and stress  Consider assessment information from a variety of sources, including specific speech assessments relating to one or more of the following which interferes with expressive communication:  mild to severe deficits or delays in articulation (e.g. pronunciation, oral motor functioning)  mild to severe difficulties with speech fluency (e.g. stuttering)  mild to severe voice difficulties (e.g. pitch, rate, quality) Ministry of Education

16. Criteria for Identification  Language Disorder:  A learning disorder characterized by an impairment in comprehension and/or use of verbal communication or the written or other symbol system of communication, which may be associated with neurological, psychological, physical, or sensory factors, and which may: a) Involve one or more of the form, content, and function of language in communication and b) Include one or more of the following:  Language delay  Dysfluency  Voice and articulation development which may or may not be organically or functionally based Ministry of Education

17. Criteria for Identification  Language Disorder:  Consider assessment information from a variety of sources, including assessments relating to one or more of the following which interferes with communication:  mild to severe deficits or delays in the comprehension and/or use of oral language  mild to severe deficits or delays in the comprehension and/or use of written language (reading and writing)  significant deficits or delays in phonemic awareness skills which directly contribute to difficulties in reading and writing development Ministry of Education

18. FACTORS: Augmentative and Alternative Communication (AAC) What is the most important vocabulary relevant to the individual? What are the individual’s cognitive abilities? Communication What are the individual’s physical abilities ? Is the individual motivated and interested in using AAC?

19. Tests

20. Misconceptions About Speech and Language Disorders 1. Speech and language disorders are synonymous 2. Stuttering affects all ages and both genders equally 3. Speech and language disorders are not related to intelligence 4. Articulation disorders in very young children, especially, are not serious, and correction is rarely worth the effort of the risk of trauma 5. If an individual has a speech or language disorder, that individual also has a learning disability

21. Equity Issues  Teacher bias/lack of knowledge  IEP (the development of SMART goals for student achievement)  Classroom environment (integration)  Differentiated instruction (accommodation and modification that is not geared towards their strengths)  Funding (technology and support)  Availability Speech and Language Pathologist

22. The Case of Brent  BRENT, in senior kindergarten, is the eldest of five children. For the first two months of school, his only form of communication was a slight nodding of the head. Brent seemed unwilling to follow class routines, did not socialize with other children, and refused to comply with direct requests by the teacher. While Brent eventually did begin to speak, his utterances were mumbled and scant. At times, it seemed as though his answers were designed to cause difficulty or mock the teacher. Page. 236

23. The Case of Brent  Following kindergarten, Brent was placed in a self-contained class that emphasized behaviour modification. In the new setting, his disruptive and non-compliant behaviour persisted. Brent’s special class teacher suggested to the in-school Team that he be assessed by the board’s speech and language pathologist, a request supported by the principal and Brent’s parents. Test results showed that, in both expressive and receptive language, Brent was functioning at the age level of two and half years: results with profound implications. Page. 236

24. The Case of Brent  The IPRC review is to be held next week to discuss Brent’s situation. Neither the teacher nor the educational assistant in the behaviour class has any special training in areas of speech and language, but both are willing to undertake any program to help Brent, as long as they are given professional advice and supervision. The school board has one full-time speech and language specialist with a very busy schedule. She visits the school twice weekly where she works with two children in a regular grade 1 class. If Brent were placed here, she would include him in her twice-weekly sessions. Page. 236

25. The Case of Brent  The grade 1 class, though, is a very busy and somewhat noisy setting in a pod-style room with three other primary classes. The specialist feels that, given the intensity of Brent’s language needs, this may not be as helpful a setting as the behaviour class where things are much quieter and more controlled. The principal is now seeking opinions from the In-school team. Page. 236

26. The Case of Brent  At your table groups create an Individual Education Plan for Brent  From a kindergarten perspective or grade 1 perspective  Pick a subject to focus the IEP on (example: social studies, literacy, etc.), review the curriculum expectations  Improvise with the case study if you do not have enough information Page. 236

27. Modifications  Depending on the type of speech or language disorder, modifications will vary to meet the needs of the student:  Develop an IEP for the student that will gear towards their strength in speech, language, and communication  Take home assignments  Time extensions

28. Structure the physical environment Restate a student’s phrases using appropriate grammar Introduce new words in a variety of context Restate a student’s phrases in a more accurate way. Encourage students to express his/her thoughts. Make sure not to draw on the student’s mistakes. Create situations that promote the use of oral language Make sure not to draw on student’s inaccuracies. Provide opportunities for interactive games and activities. Be sensitive to the student’s current speech/language development. Speech and Language Strategies For The Classroom P.239 Accommodations Extended opportunities for student to communicate

29. Technology  Low technology: signing and gestural systems (e.g. PIC, rebus, Blissymbolics)or pictorial and traditional orthography (spelling).  High technology: communication aids have printed and/or speech output (e.g., a word processor or a voice output communication aid such as an Alpha Talker)  The specific configuration of the communication system(s) and the complexity of the vocabulary needs to be custom designed for the individual child

30. Assessment Strategies

31. Community Agencies & Supports

32. Resources  Practicing Initial Sounds: http://www.youtube.com/watch?v=t80PKhWjlb 0&index=4&list=UUYcrKmI733iovBilWAhNz-Q  Learning and Teaching Strategies: http://www.sess.ie/categories/specific-speech- and-language-disorders/receptive-language- disorder/tips-learning-and-teac  Ontario Association For Families and Children with Communication Disorders http://www.oafccd.com/  Canadian Assocciation of Speech-Language Pathologists and Audiologists http://caslpa.ca/

33. References  Course Book: Special Education in Ontario Schools  Learning and Teaching Strategies: http://www.sess.ie/categories/specific-speech-and- language-disorders/receptive-language- disorder/tips-learning-and-teac  Communication Disorders Handbook http://www.ed.gov.nl.ca/edu/k12/studentsupportser vices/publications/communicationdisordershandboo k.pdf  Toronto Speech and Language www.tpsls.on.ca/  Silver Creek Preschool (Handout) http://www.silvercreekpreschool.ca/