Speech or Language Impairments (continued)
One of the most severe language disorders is aphasia, which refers to difficulties speaking (expressive aphasia) or comprehending (receptive aphasia) language. Aphasia often accompanies brain injuries, and individuals may experience difficulty retrieving words that they knew before the injury (Owens, Metz, & Haas, 2003).
In the most severe communication disorders, individuals cannot speak and must learn to rely on alternative and augmentative communication devices (Lloyd, Fuller, & Arvidson, 1997).
Causes of Speech or Language Impairments
In most cases, specific causes of speech and language disorders are unknown. Some children have severe language delays during early childhood development, but reasons for the delay are unknown. Voice disorders can be caused by growths, infections, or trauma to the larynx (structure containing the vocal cords); infections of the tonsils, adenoid glands, or sinuses; or physical disorders such as cleft palate, in which the upper part of the oral cavity is split (Moore & Hicks, 1994). The cause of stuttering is presently unknown (Conture, 1989; Owens, Metz, & Haas, 2003).
Issues in Identification and Assessment of Communication Disorders
Parents are usually the first to identify a potential speech or language problem, when, for example, their 2-year-old has not begun to develop language. Primary school teachers may be the first to refer a child for a speech and language evaluation when they notice problems with speech or language. Frequently administered tests include articulation tests, auditory discrimination tests, language development tests, vocabulary tests, and language samples taken from a variety of social contexts.
Classroom Adaptations for Students with Speech or Language Impairments
It is important to provide an open, accepting classroom environment to promote acceptance, decrease anxiety, and minimize opportunities for ridicule.
Adapt the Physical Environment
Place students with communication disorders near the front of the room for easier listening. This will also enable easier access if they need help or if you have devised a special cueing system with them for responding orally in class. The following In the Classroom feature provides a checklist for considerations for adaptations in the physical environment.
Adapt Materials
Allow students to use any technology that may help them with their disability area. For example, perhaps they can prerecord aniticpated responses on audiotapes, videotapes, or computers, and then play that recording for the class.
Use Alternative or Augmentative Communication. Adaptive communication methods are referred to as Alternative and Augmentative Communication (AAC) techniques. AAC symbols and techniques fall into two broad categories—aided and unaided. Aided communication involves the use of some external device, such as simple handmade materials, a picture board, or more sophisticated computer-assisted devices. Unaided communication does not involve any apparatus other than the individual’s own body. Examples include manual signing, making physical gestures, miming, pointing, and moving the eyes (Lloyd, Fuller, & Arvidson, 1997).
© 2007, Merrill, an imprint of Pearson Education Inc. Used by permission. All rights reserved.
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