1 / 59

Facilitating spoken language development in the regular classroom

Facilitating spoken language development in the regular classroom. September 28 th & 29 th Winnipeg, MB. Attending Neighborhood Schools. OPPORTUNITIES & THREATS. Activity. In your groups, make a list of the threats & opportunities

darius-langley
Télécharger la présentation

Facilitating spoken language development in the regular classroom

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Facilitating spoken language development in the regular classroom September 28th & 29th Winnipeg, MB

  2. Attending Neighborhood Schools OPPORTUNITIES & THREATS

  3. Activity In your groups, make a list of the • threats & • opportunities in the regular classroom for the child with hearing aids/CI and language delay. Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  4. THREATS • Hostile listening environment • Speed of interactions – miss information • Language lag • Academic gaps • Inadequate peer integration – isolation Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  5. OPPORTUNITIES • Repetitive routines of the curriculum/class • Exposure to peer language • Exposure to peer behavior • Modeling rules of conduct • Making friends - social interaction • Exposure to social trends • Integration in school/community Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  6. Classroom routines and directions • Repetition – daily routines, themes etc • Attention fixers/Listening for directions • Processing directions at sentence level • Increasing auditory memory & sequencing • Identifying key words within familiar directions (“Put your book on the desk.”; “Sit on the carpet next to James.”) Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  7. Key Words The number of words the child can process will be influenced by: developmental stage of: • auditory attention • auditory memory • auditory sequencing • language comprehension Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  8. Simple Classroom Directions • Line up • Get in line • Get behind John • Sit next to … • First…then…. • Sit down • Go quickly/go quietly • Find your place Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  9. Complex classroom directions • Before you can…you must…. • Whoever finished their…may…. • If you’re wearing…then you may • After you….then…. • Put your bags away and sit down quietly • Find your pencils and math book, then sit in your groups • When I give you your worksheet, you may begin the quiz. Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  10. Language of Direction

  11. 5 STAGES: 5. Indirect – “Careful, Scissors are sharp!” 4. Indirect – “The scissors go in this bag please!” 3.Indirect – “Will you put those scissors down please?” 2. Direct – “Put the scissors away?” Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  12. 5 STAGES …CONT: • Most direct: “Anthony, put those scissors down this minute!” Children with delayed language sometimes require more direct language to help them succeed in responding to commands. Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  13. CURRICULUM Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  14. LANGUAGE ARTS • Development of listening skills • Vocabulary development • Development of syntax • Growth of conversational skills • Growth of memory and sequencing skills • Story telling • Learning to predict, explain and ask questions Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  15. Music • Good listening skills Listening to singing gives pleasure • Singing to children develops listening skills • enhance speech perception • Putting words to music helps children remember them • Singing songs focuses on voice pitch/rhythm Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  16. Music - continued • Perception of pitch and rhythm are essential to understanding spoken language • Rhythm in song helps develop rhythm in speech • Singing helps develop breath flow and breath control • Singing helps avoid weak breath flow and other speech disorders Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  17. Math • Rote counting - repetition helps speech and language development. • Number concepts – more, less, some, one, a few, fewer, any, all, none. • Spatial concepts – above, below, next to, behind, in front, between etc. • Time concepts – before, after, until. Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  18. Physical Education • Awareness of body parts and movements • Following directions • Learning rules for games • Functioning in a poor listening environment • Participating in team activities and sports Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  19. Recess • Learning about social trends/games • Becoming aware of social language (‘slang’) and peer interests • Becoming aware of rules of conduct • Learning to cooperate with peers • Learning about conflict resolution and negotiation • Making friends Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  20. Interactions With Peers Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  21. The role of peers in equipping the child as a communicator Classroom communication offers: • Sharing & social interaction • Problem solving and thinking • Conversing and narrating • Negotiation and sharing • Story telling • Joint imaginary play Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  22. INTERACTIONS WITH PEERS • Different than adult interactions • Child has to ‘hold their own’ • Emphasis on ‘repairing’ communication breakdowns • Need to see the other partners’ point of view • Learning to negotiate • Mediated through language Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  23. Development of peer interactions Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  24. UP TO 18 MONTHS: • Some unoccupied behaviour • Some onlooker behaviour • Solitary-functional play • Solitary dramatic play (in 2nd yr) • Solitary constructive play (2nd yr) • Some group functional play (2nd yr) Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  25. FUNCTIONAL PLAY • Repetitive • Actions/vocalisations • Actions on objects • Physical Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  26. 18 -30 MONTHS INCREASE IN THE FOLLOWING: • Half time spent in parallel play • Parallel functional play • Parallel constructive play • Parallel dramatic play • Group functional play • Conflict behaviours Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  27. PARALLEL PLAY • Children start by examining and manipulating sensory materials. • This leads to playing associatively and cooperatively. • Parallel functional play gives less sociable children a chance to work their way into a group. • Language needs to prepare for this? Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  28. LANGUAGE NEEDS: • Social language • Action words • Descriptive words • Directions Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  29. 3-5 YEARS DECREASE IN THE FOLLOWING: • Unoccupied behaviour • Solitary functional play • Solitary dramatic play • Parallel play ( functional/dramatic) Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  30. 3-5 YEARS INCREASE IN THE FOLLOWING: • Mature solitary play (drawing/building). • Cooperative group play. • More complex parallel play showing creativity, independence and perseverance. Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  31. FROM 3 YEARS ON: CHILDREN CAN: • Get peers’ attention • Lead an activity • Imitate a peer • Express affection/hostility • Follow or refuse to follow peer’s request • Begin to negotiate solutions • Play in a group for longer periods Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  32. GROUP PLAY • Grows out of parallel functional play • 3 to 31/2 year olds spend approximately ¼ of their time in group play. • By 5 years of age cooperatve dramatic play can take up long periods of time. Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  33. Language learning with peers • Imaginary play encourages use of language for: • Planning • Explaining • Negotiating • Creating imaginary situations • Role play • Conflict resolution Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  34. Language Learning with Peers: INITIATING INTERACTIONS: “Can I play/have a turn/see…..?” “Me/my turn” “You…take it/do it” “Please…?” “Look…” Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  35. Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  36. Social interaction Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  37. – 3 stages: • GOOD VS BAD – 2 to 3 years of age • RULES – 3 to 5 years of age • WHO – 6years + Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  38. Good vs bad (2;0-3;0) - operates in the present - responds to immediate praise/reinforcement - temper tantrums – intense but short lived - easily distracted Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  39. Stage 2 – Rules – 3 to 5 yrs • Understands cause and effect • Responds to conditionals (‘if…then’) • Requires external controls • Uses rules to guide interactions • Lacks self awareness Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  40. STAGE 3 – WHO – 6 yrs + • Shows empathy • Appreciates others’ viewpoints • Offers help without needing reward • Demonstrates inner controls • Shows concern about doing the “right thing” Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  41. Examples of delay • Jimmy, aged 6, uses a CI. His HA is 3;0. Jimmy is told that “If” he eats all his vegetables “then” he can have ice cream. He leaves his carrots, doesn’t get ice cream and throws a tantrum. WHY? Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  42. Examples of delay: 2. Charlotte tells her teacher that her friends are leaving her out of the game. When the teacher probes the group it emerges that Charlotte always wants to play the role of ‘oldest sibling’, parent or teacher and is unwilling to play other roles. WHY? HOW MIGHT HER FAMILY HELP? Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  43. To reach stage 3: • To talk about feelings and thoughts • Listen to others express themselves • Learn stories about the richness of variety and differences in people • Environments where skills can be practiced and mastered Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  44. Supporting and Encouraging Peer Interactions

  45. HOME & SCHOOL? • Role of parents? • Role of educators? • Role of the child? Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  46. Problem solving approach • Determine what needs to be addressed/learned • Teach and practice • Support and model • Sensitize peers • Provide suggestions for parental involvement – extracurricular activities, social stories, talk, concept development. Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  47. STEP IN, SET UP, FADE OUT For younger children: • Set up interactions from inside the group – create a role for the child which adds to the play • Set up interactions from outside the group • Pair up two children • Assign a collaborative task Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  48. Facilitating interactions within the classroom • Prompt the child to use words • Prompt repetition/clarification requests • Model request for repetition/clarification • Encourage other children to ask for repetition • Start a conversation..and allow group to take over (eg: at lunch time) • Structure simple turn taking games Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  49. Case Studies Bring together what we have learned about • hearing age • language development • facilitating early language development …to predict what the classroom experience will be like for two different children…. Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

  50. CASE STUDY 1 • Identified with profound hearing loss at 11 months. • No benefit with hearing aids. • Cochlear implant at 18 months. • Second implant at 24 months. Corrina Petra Smith M.Sc. Aud (C) Cert AVT Sept 28/29 2009

More Related