Learners With Additional Needs: Module

MODULE - Learners with Additional Needs
Learners with difficulty Communicating
INTRODUCTION
Communication is very important in everyday life.

Teachers and studentscommunicate their thoughts
and ideas with one another when discussing the
lessons, providing answers to questions, expressing
one’s thinking and feeling about the topics or sharing
personal experiences. Students know that their
answers are correct when the teacher nods, smiles,
thumbs up or puts on a satisfied facial expression.
Long hours are spent talking to friends on phone,
sending messages, letters written traditional way. The process of communication
takes place every minute of our waking hours. Every day at home, at school, at
work and in other places where we interact with people the communication
process functions as a means of informing, explaining, and expressing our ideas.
Spoken and written words are the basic means of communication.
LEARNING OUTCOMES
After working through this module you should be able to :
1. Define communication disorder
2. Differentiate speech disorder and language disorder
3. enumerate and describe voice disorders, articulation disorders, and
fluency disorders;
4. describe the assessment procedures in determining the presence of
speech and language disorders.
5. enumerate different teaching strategies for children with communication
disorder.
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A. Activate Prior Knowledge
Please click the link below and answer the questions
https://www.youtube.com/watch?v=JwjAAgGi-90
B. Analysis
1. How important is the development of communication skill?
2. What are the barriers in developing communication skills?
3. What are the ways in developing communication skills?
C. Abstraction
Basic Concepts on Communication, Speech and Language
The concepts of communication, speech,

and language are interrelated. Speech and
language are the key components of
communication. Basically, communication
takes place when both the sender and the
receiver of the message use common speech
patterns and language. Difficulties in speech
production and lack of language skills interfere
with effective communication. Nevertheless,
these concepts have their respective definitions,
descriptions and uses.
What is Communication, Speech and Language Disorder?
Communication, speech and language disorders refer to problems in communication

and related areas such as oral motor function.
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These delays and disorders range from simple sound substitutions to the inability to
understand or use language or use the oral-motor mechanism for functional speech and
feeding.
In general, speech and language make communication possible.
How can we identify the child if there is a problem with communication, speech
& language disorder?
A child’s communication is considered delayed when the child is
noticeably behind his or her peers in the acquisition of speech and/ or language
skills.
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Delays in language development show when the child is behind him or her
peers in the acquisition of speech and language skills. Speech and language
disorders are secondary to disabilities such as ADHD, learning disabilities, autism,
schizophrenia, cerebral palsy, cleft palate and other disorders of the palate,
vocal cord injury, and Gilles de la Tourette syndrome.
Speech and language disorders negatively affect cognitive functioning, social
interaction, and behavior. Children with the disorders manifest significantly low
academic performance as result of concomitant difficulties in organizing ideas,
following directions, recognizing phonemes, producing sounds and finding the
right word for things. As a consequence, these children are reluctant to
participate in school activities. They are perceived to be inattentive.
Difficulty in carrying on a conversation affects social interaction. The children are
reluctant to interact with their peers because of perceived exclusio0n or rejection.
They develop feeling of frustration that causes them to withdraw from social
groups.
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ASSESSMENT PROCEDURES
Like the assessment procedures for all types of disabilities, the following steps are
prescribed by the Special Education Division, Bureau of Elementary Education of
the Department of Education:
1. Pre-referral Intervention
Teachers in regular classes, parents, classmates and other people who
communicate with the child regularly report the student who is suspected to have
speech and language disorders to the school principal. A “Teacher Nomination
Form” is accomplished, scored and interpreted. A child who manifests at least
half of the characteristics of speech and language disorders is recommended for
screening.
The special education teacher conducts the screening process by using a

“Checklist of Characteristics of Children with Speech and Language Disorders,”
by observing the child’s communication skills in formal or classroom setting, and
informally at home, in the playground, canteen and similar places. The pupil and
the parents or caregivers are interviewed to validate the results of the nomination
form and checklist. The findings are compared to the normal characteristics of
speech and language development indicated in the “Milestones on Language
Development” to determine delays tentatively.
2. Multifactored Evaluation
Ideally, formal evaluation must be done by a speech pathologist. While
there are few professionals in this field in the Philippines, their services are often
inaccessible to students in public schools. Thus, the special education teacher,
especially those who trained in teaching children who are deaf, are called to
administer several assessment tools to determine the presence of speech and
language disorders.
By comparing the child’s receptive and expressive language levels to his or

her mental age, differentiation between a language problem and a
developmental delay can be made. An effective language assessment is done
carefully, thoroughly and carefully.
As soon as possible, formal evaluation by a speech pathologist is arranged.

While waiting for this opportunity to come, special education services are given
to the student as remedial and preventive measures.
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Some of the widely used speech and language tests in the United States
are the Peabody Picture Vocabulary Test, Auditory Comprehension of Language,
Boehm Test of Basic Concepts, Comprehensive Receptive and Expressive
Vocabulary Test and Kaufmann’s Test on Early Academic and language Skills.
How are students with Language Disorders identified?

• Speech- language pathologist (SLP) rely on standardized, norm-
referenced tests etc.
• A family history
• Observational Checklist and teacher report
• Interviews with the student, as appropriate
• Language sample, which is an analysis made of elicited conversational
speech
How are students with Speech Disorders Identified?
• Articulation Test- the evaluation of child’s ability to produce speech
sounds in isolation, words, sentences and spontaneous speech
• Fluency evaluation
• Voice evaluation
• Hearing test
• Case history
• Samples of the child’s work except
Specific Strategies in Teaching Children with Communication Disorder
• Educators should create an environment of acceptance and

understanding in the classroom.
• Practice and maintain easy and effective communication skills by
modeling good listening skills by facilitating participation of all students in
classroom discussions and activities.
• Provide adequate space and time to accommodate these forms of
communication.
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REFERENCES
K.Eileen Allen and Ilene S. Schawrtz, The Exceptional Child. Inclusion in Early Childhood
Education.
Booth, T. and Ainscow, M.(2013). Inclusion: developing learning and participation in

schools.
Inciong, T., Quijano, Y., Capulong, Y. & Gregorio, J. (2007). Introduction to Special
Education. Quezon City: Rex Printing Press Company, Inc.
Handbook on Inclusive Education,SPED
https://study.com/academy/lesson/stages-of-oral-language-development.html
https://www.youtube.com/watch?v=JwjAAgGi-90
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MODULE - Learners with Additional Needs

Learners with difficulty Communicating

Communication is very important in everyday life.

Please click the link below and answer the questions

1. How important is the development of communication skill?

2. What are the barriers in developing communication skills?

3. What are the ways in developing communication skills?

Basic Concepts on Communication, Speech and Language

The concepts of communication, speech,

What is Communication, Speech and Language Disorder?

Communication, speech and language disorders refer to problems in communication

In general, speech and language make communication possible.

The special education teacher conducts the screening process by using a

By comparing the child’s receptive and expressive language levels to his or

As soon as possible, formal evaluation by a speech pathologist is arranged.

How are students with Language Disorders identified?

Specific Strategies in Teaching Children with Communication Disorder

• Educators should create an environment of acceptance and

Booth, T. and Ainscow, M.(2013). Inclusion: developing learning and participation in

Handbook on Inclusive Education,SPED

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