1. COMMUNICATION DISORDERS. BY ALANA POLETTA & LAUREN HALL.

2. DEFINITION.  Speech and Language Disorders  Problems in communication & related areas e.g. oral motor function.  Ranges from simple sound substitution to the inability to understand or use language.  Very broad range including autism spectrum, stuttering, auditory processing disorder.

3. CHARACTERISTICS.  Socially withdrawn.  Difficulty following instructions.  Showing frustration or challenging behavior.  Substituting words with jargon (made-up words).  Difficulty talking about things in detail.  Not initiating or participating in conversations.  Difficulty understanding humour/sarcasm.

4. TONGUE TWISTERS. *I am not the pheasant plucker, I’m the pheasant plucker’s mate. I am only plucking pheasants ‘cause the pheasant plucker’s late. *A skunk sat on a stump and thunk the stump stunk, but the stump thunk the skunk stunk.

5. IMPACT ON STUDENT.  Educational.  Occupational.  Social.  Emotional behavioral.  Mental health.

6. IMPACT ON FAMILY.  Financial burden of intervention.  Integration issues with school.  Structuring daily routine.  Frustration.  May find more support and encouragement from other families in same situation.

7. IMPACT ON PEERS.  Unable to understand the child.  Difficulty interacting.  Frustration/impatience/annoyance.  Lack of knowledge.  On the other hand, peers may be accepting, more tolerant and more aware of special needs.

8. IMPLICATIONS FOR TEACHERS. Language skills are vital for success at school. A child with delayed language may have difficulties: *Understanding instruction. *Completing school work. *Participation in group discussions. *Behaving. *Taking turns.

9. WHAT TEACHERS SHOULD FOCUS ON.  Simplify verbal instructions and emphasize key words.  Use visuals.  Aim not to ask too many questions.  Use gestures to accompany verbal instruction.  Support the child during discussion times.  Provide incentives for completing work.

10. FACTS.  1 IN 7 Australians has a communication disability. (Speech Pathology Australia, 2008).  Difficulties can arise in 1 or more areas of speech.  577,000 school-aged children have difficulties with language. (Speech Pathology Australia).  This means that there are probably 2 or 3 children in EVERY CLASS with language difficulties.

11. CONCLUSION.  ALL students with language difficulties can learn, but they may not learn by traditional methods.  The goal is to provide alternatives and tools that these students need to access the curriculum.  Every child is unique and ‘special’ and no label can define or limit the potential for positive change.

12. REFERENCES.  BabyBumbleBee.com  Speech Pathology Australia. 2008.  Therapy ACT. Speech Pathology Resource Pack. 2006.  Therapy ACT. Language Impairment. N.d.  Therapy ACT. Speech Pathology….Not Just Speech!! N.d.