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COMMUNICATION DISORDERS.

COMMUNICATION DISORDERS. BY ALANA POLETTA & LAUREN HALL. DEFINITION. Speech and Language Disorders Problems in communication & related areas e.g. oral motor function. Ranges from simple sound substitution to the inability to understand or use language.

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COMMUNICATION DISORDERS.

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  1. COMMUNICATION DISORDERS. BY ALANA POLETTA & LAUREN HALL.

  2. DEFINITION. • Speech and Language Disorders • Problems in communication & related areas e.g. oral motor function. • Ranges from simple sound substitution to the inability to understand or use language. • Very broad range including autism spectrum, stuttering, auditory processing disorder.

  3. CHARACTERISTICS. • Socially withdrawn. • Difficulty following instructions. • Showing frustration or challenging behavior. • Substituting words with jargon (made-up words). • Difficulty talking about things in detail. • Not initiating or participating in conversations. • Difficulty understanding humour/sarcasm.

  4. TONGUE TWISTERS. *I am not the pheasant plucker, I’m the pheasant plucker’s mate. I am only plucking pheasants ‘cause the pheasant plucker’s late. *A skunk sat on a stump and thunk the stump stunk, but the stump thunk the skunk stunk.

  5. IMPACT ON STUDENT. • Educational. • Occupational. • Social. • Emotional behavioral. • Mental health.

  6. IMPACT ON FAMILY. • Financial burden of intervention. • Integration issues with school. • Structuring daily routine. • Frustration. • May find more support and encouragement from other families in same situation.

  7. IMPACT ON PEERS. • Unable to understand the child. • Difficulty interacting. • Frustration/impatience/annoyance. • Lack of knowledge. • On the other hand, peers may be accepting, more tolerant and more aware of special needs.

  8. IMPLICATIONS FOR TEACHERS. Language skills are vital for success at school. A child with delayed language may have difficulties: *Understanding instruction. *Completing school work. *Participation in group discussions. *Behaving. *Taking turns.

  9. WHAT TEACHERS SHOULD FOCUS ON. • Simplify verbal instructions and emphasize key words. • Use visuals. • Aim not to ask too many questions. • Use gestures to accompany verbal instruction. • Support the child during discussion times. • Provide incentives for completing work.

  10. FACTS. • 1 IN 7 Australians has a communication disability. (Speech Pathology Australia, 2008). • Difficulties can arise in 1 or more areas of speech. • 577,000 school-aged children have difficulties with language. (Speech Pathology Australia). • This means that there are probably 2 or 3 children in EVERY CLASS with language difficulties.

  11. CONCLUSION. • ALL students with language difficulties can learn, but they may not learn by traditional methods. • The goal is to provide alternatives and tools that these students need to access the curriculum. • Every child is unique and ‘special’ and no label can define or limit the potential for positive change.

  12. REFERENCES. • BabyBumbleBee.com • Speech Pathology Australia. 2008. • Therapy ACT. Speech Pathology Resource Pack. 2006. • Therapy ACT. Language Impairment. N.d. • Therapy ACT. Speech Pathology….Not Just Speech!! N.d.

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