1. Understanding Students with Communication Disorders
Chapter 6
Understanding Students with Communication Disorders
Each Power Point presentation can be viewed as transparencies or computer presentations. There are discussion questions and links to websites imbedded in each Power Point presentation to assist instructors and students. Please refer to the Instructors Manual for the complete list of ancillaries that support each chapter. The DVD and Companion Website all have video clips and other materials for an enriching multimedia instructional experience.

2. Chapter 6 Objectives Identify and define communication disorders.
At the end of this chapter you should be able to:
Identify and define communication disorders.
Compare and contrast the characteristics and causes speech and language disorders.
Explain similarities and differences of speech assessments and language assessments.
Describe successful instructional practices for students with communication disorders.
Identify appropriate accommodations for students with communication disorders.
These are the instructional goals presented in the Student Study Guide and the Instructor’s Manual.

3. Defining Communication Disorders
Communication: Entails receiving, understanding, and expressing information, feelings, and ideas
Speech disorder: Refers to difficulty in producing sounds
Language disorder: Refers to difficulty in receiving, understanding, and formulating ideas and information
Two forms of language: Expressive and Receptive
Cultural diversity
Difference does not always mean disorder.
Dialects are various forms of language.

4. Prevalence of Communication Disorders
Of all students receiving special education services, about 1.7% were classified as having a speech-language disability
24.1% of children 3–5 served under IDEA have speech-language disorders
Most are in the general education classroom

5. Typical Development Speech: Oral expression of language
Language: Structured, shared, rule-governed, symbolic system for communicating
Phonology (phonemes): Sound system (sound unit)
Morphology (morphemes): Word forms (meaning unit)
Syntax: Word order and sentence structure
Semantics: Word and sentence meanings
Pragmatics: Use of communication contexts
Social interaction theories: Communication skills through social interactions

6. Speech Disorders
Articulation: Production of individual or sequenced sounds
Substitutions, Omissions, Additions, Distortions
Apraxia of speech: Motor speech disorder affecting the planning of speech
Voice disorders: Pitch, Duration, Intensity, Resonance
Hyponasality, Hypernasality
Fluency disorders: Interruptions in the flow of speaking
Stuttering

7. Language Impairments
Language disorders may be receptive, expressive, or both
Language disorders may be related to another disability or may be a specific language impairment

8. Language Impairments
Phonological disorders: Difficulty in discriminating differences in speech sounds or sound segments
Morphological difficulties: Problem using the structure of words to get or give information
Syntactical errors: Problems involving word order, incorrect structure, misuse of negatives, or omitting structures
Semantic disorders: Problems using words singly or together in sentences
Pragmatic disorders: Problems in the social use of language

9. Determining the Causes
Organic: Caused by an identifiable problem in the neuromuscular mechanism
Functional: Those with no identifiable origin
Congenital: Present at birth
Acquired: Occurs well after birth

10. Determining the Presence
Speech assessment
Articulation
Voice
Fluency
Language Assessments
Multicultural considerations
Bilingual
Bidialectal

11. Partnering for Special Education and Related Services
Collaboration
Roles of speech-language pathologists
Four types of activities that speech-language pathologists engage in while working in schools:
Direct services to students
Indirect services to implement students’ education programs
Indirect services to support students in the general education curriculum
Activities as members of the community of educators

12. Determining Supplementary Aids and Services
Augmentative and Alternative communication (AAC) systems
AAC systems are components that supplement the communication abilities of individuals
May include an AAC device, which is a physical object that transmits or receives messages
Communication books, communication/language boards, communication charts, mechanical or electronic voice output equipment, or computers
An AAC device has two components: a symbol set and a means for selecting the symbols.
Devices can range from low tech, such as line-drawn pictures in a notebook or wallet, to high tech

13. Planning for Universal Design for Learning
Vary the ways in which the teacher communicates
Use audio and text formats
Visual representations with verbal information
Graphics, graphic organizers, and controlled vocabulary

14. Planning for Universal Design for Learning
Vary the ways that students demonstrate their knowledge
Asking a student to convert a written report to a PowerPoint® presentation
Supplementing a demonstration with visual supports
Using a taped oral report
Performing a skit solo or with others

15. Planning for Other Educational Needs
Building Social Relationships
May need to be taught specific social skills
May need support to initiate and sustain interactions because of their limited expressive language
Social Stories
Describe social concepts, skills, or situations by providing information about the situation and people involved

16. Early Childhood Students
Facilitative Language Strategies
Focused contrast
Modeling
Events casts
Open questions
Expansions
Recasts
Redirects and prompted initiations

17. Elementary and Middle School Students
Graphic Organizer Modifications
Support transitions to reading and writing
Use graphic organizers to develop literacy skills
Provide a visual representation in an organized framework
Can be hand-drawn or computer generated

18. Secondary and Transition Students
AAC systems
Include sign language; picture communication books, boards, or cards; and electronic communication devices
Learning to use AAC systems takes a team effort
AAC instructional strategies should focus on teaching communication rather than teaching the student to use AAC
System for Augmenting Language (SAL)

19. Measuring Students’ Progress
Progress in the general curriculum data-based performance modification procedure, usually curriculum-based measurement
Other educational needs can be assessed through ecological inventories

20. Making Accommodations for Assessment
No accommodations
Additional time
Access to a word processor/computer software
Present information in a manner that assists the student’s comprehension
If the student has difficulty expressing him- or herself, he or she may benefit from a format that does not require long verbal or written output
Format should complement the student’s most common means of expression