REPORT

ASSESSMENT 2
Wafa Salim Al Junaibi
EDU 2803 - Teaching Learners Special Needs
Teacher: Antoinette Wiseman
 "Never assume a person who has difficulty communicating has nothing to say." Speech

and Language impairment is speech weakness and difficulties in using language and

communicating with others (Speech and Language Impairments, 2010). Difficulties stuttering,

pronouncing sounds, or articulation disorders, and receptive and expressive language which is

difficulty in understanding and using language, are examples of Ali who has speech and

language disorder. Ali is five years old, and he is in KG 2. Ali has trouble with social

communication, as he has difficulty in speaking to other people. The teacher uses a unique

teaching and instruction to convey the correct information to Ali, as it one of the educational

challenges of the teacher. In my paper, I will identify the accommodations and modifications and

discuss the classroom organization, I will list specific objectives and focus in various domains,

and finally I will describe assistive devices and how these contribute better education of speech

and language disorder students.

For speech and language disability the key to success in the classroom lies in having

appropriate accommodations and modifications made to the instruction and classroom activities.

Accommodations "are changes in how the student learn key curriculum (The Foundation,

n.d., p.4)." Some accommodations are as simple as preferential seating in the classroom. For

example, seats students with speech and language impairment close to the front of the teacher

whenever possible so that they can see the teacher's lips and nonverbal signals. Moreover,

extended time on activities and exams is the other way that teacher used in the classroom

because students with speech and language disability have difficulty in understanding the

language ("Supports, Modifications," 2017), it is normal for them to take longer time in

performing activities and dissolution of examinations, unlike the regular students. However,

modifications "refer to what the student learns and usually implies that some curriculum is

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removed (The Foundation, n.d., p.4)." There are many ways that teacher may accommodate a

student with speech and language disabilities, such as offers them graphic organizers and visual

templates (Paul, 2012, p.154). Visual aids or images help the teacher to deliver the material

faster and explained because as we know, people with disabilities take a longer time to

understand and these will make sense of the concept they are taking in. As well as it helps them

differentiate between the meaning of words. The second way may teacher implement in the

classroom is the use of an iPad or computer with a voice synthesizer. This help students with

disability recover the voice and speech more than once, so the students can understand the

material presented. After that, the teacher can ask them to repeat or clarify what they heard on

the speakers to make sure the information arrived fully.

Integration children with special needs into regular classrooms helps them to succeed and

perseverance in making the best. Classroom organization appropriately is one of the critical

methods for students with speech and language disability. The least restrictive environment is the

most powerful organizations in the classroom to provide a healthy learning environment

(Optimizing the Learning, n.d.). For example, the least restrictive environment will not distract

children with speech and language disorder. Integrating children with special needs into

mainstream schools promotes a more inclusive society and develop empathetic community, as

they are society's future participating members. Integrating children with disability into a

mainstream classroom has countless benefits. Such as increased self-respect and confidence and

allows children to learn about several kinds of disabilities and to recognize similarities and

differences in children (Liew, 2016).

Inclusive education means meeting individual needs. For example, Ali may study

academics in special education classes and join mainstream classrooms in music, art, or physical

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education. This inclusive is one of the teaching strategies my used in mainstream classrooms.

The other teaching strategy is a teacher can utilize more creative methods, for example,

cooperative learning and teaching different learning styles, which enhances all students learning

(Dash, 2006, p.13).

Students with speech and language disabilities are eligible for special services that

provide individualized education program (IEP). The individualized education program (IEP) is

a written statement of the educational program that created to satisfy the students needs and is

developed. The individualized education program meant to address each childs unique

education issues and include specific learning objectives that support various domains. For

example, in the social domain, Ali will be able to interact and develop interpersonal skills within

the classroom. For instance, Ali in math class will participate with his friends when they are

solving problems and discuss the answers. As well problem-solving will develop his cognitive

domain while he is thinking and using his mind to get the solution. In addition, Ali will be able

to recognize the alphabet phonics, as he will develop his academic domain. For example, in

English activity, he will identify the letter that makes a sound that teacher said. Also, in the

physical area, Ali will be able to use his fine and gross motor skills correctly. For example,

during the performance art activity, Ali will associate with his classmates the music and

movements activity by singing, moving, jumping, shaking and do the other actions.

Assistive devices refer to any device that helps a person with speech and language

disorder to communicate ("Assistive Devices," 2017). Text to Speech Assistive Tool is a

software that designed to help students who have difficulties reading standard print and children

who have problems in understanding language. "This technology works by scanning and reading

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the words to the student in a synthesized voice (Neese, 2016)." Text to Speech Assistive Tool

will help Ali to improve his language and to grow his academic and personal skills.

At the end, and during my teaching practicum, I thought my training teacher and I applied many

strategies to develop Ali's social skills. According to Reggio Emilia method, "both relationships

with other children and with adults are imperative in the classroom." These words worked for me

unexpectedly, because I saw how relationships and communication develop Ali's social skills

and his academic skills so, by social development Ali improve his speech and language. One of

the strategies I implemented in the classroom is in the activities time I always try to engage Ali

to collaborate and works with group or peers to strengthen his social abilities and promote his

speech because relationships are essential in the classroom.

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 References

Assistive Devices for People with Hearing, Voice, Speech, or Language Disorders. (2017, March

6). Retrieved November 19, 2017, from National Institute on Deafness and Other

Communication Disorders website: https://www.nidcd.nih.gov/health/assistive-devices-

people-hearing-voice-speech-or-language-disorders

Chapter 6: Individualized Education Programs (IEPs). (n.d.). Retrieved November 19, 2017,

from illinois state board of education website: http://206.166.105.35/spec-

ed/pdfs/parent_guide/ch6-iep.pdf 3

Dash, N. (2006). Inclusive Education for Children with Special Needs. Retrieved from

https://books.google.ae/books?id=A_OtaWkkNLYC&dq=Integrating+Children+with+Sp

ecial+Needs+in+Mainstream+Classrooms&source=gbs_navlinks_s

Liew, M. (2016, November 10). Is Integrating Children with Special Needs in Mainstream

Classrooms Beneficial? Retrieved November 19, 2017, from We Have Kids website:

https://wehavekids.com/education/Why-properly-integrating-children-with-special-

needs-in-mainstream-classrooms-is-beneficial-for-all-involved

Neese, B. (2016). 15 Assistive Technology Tools & Resources For Students With Disabilities.

Retrieved November 19, 2017, from Teach thought website:

https://www.teachthought.com/technology/15-assistive-technology-tools-resources-for-

students-with-disabilities/

Optimizing the Learning Environment for Students with Disabilities. (n.d.). Retrieved November

19, 2017, from llcc website: http://www.llcc.edu/wp-

content/uploads/2014/10/Optimizing-Learning-Environment-1.pdf

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Paul, R. (2012). Language Disorders from Infancy Through Adolescence (4th ed.). Retrieved

from

https://books.google.ae/books?id=maGQtryS8xcC&pg=PA154&dq=Classroom+accomm

odations+and+modifications+for+Speech+%26+Language+Disorders&hl=en&sa=X&ve

d=0ahUKEwi-

vNq4y8nXAhWEDsAKHUxEBkoQ6AEIJjAA#v=onepage&q=Classroom%20accommo

dations%20and%20modifications%20for%20Speech%20%26%20Language%20Disorder

s&f=false

Speech and Language Impairments. (2010, Jun 16). Retrieved September 16, 2017, from

Parent Center Hub: http://www.parentcenterhub.org/speechlanguage/

Supports, Modifications, and Accommodations for Students. (2017, February 8). Retrieved

November 19, 2017, from Parent Center Hub website:

http://www.parentcenterhub.org/accommodations/

The Foundation for Educating Students with Special Needs. (n.d.). Retrieved from

http://ptgmedia.pearsoncmg.com/images/9780132179720/downloads/friend_ch01.pdf