Issues
Related to Inclusion for Speech and Language Disorders
- Literacy skills suffer and children with speech and language delays tend to have difficulty coping with academic subjects.
- There are perceived bahaviour disorders since these children don't feel understood, they appear to not conform.
- Withdrawal from social contact, embarrassment, guilt, anger, anxiety, low self-esteem and aggression all affect school performance
- Poor self perception and lower school achievement are common with students having physical impairments, i.e. clefts
Language problems are generally
assessed by a team comprising of a psychologist, a speech clinician, a physician, an educator and possibly a neurologist. Ruling out low IQ and
hearing loss then testing linguistic and cognitive skills. Most school boards
have speech and language specialists that are available to provide direct
intervention in the classroom. However availability is subject to the
individual school board.
Clues to a Speech or Language Disorder
·
Does the student follow
simple directions?
·
Does the student
understand the meanings of words that others understand?
·
Does the student have a
limited vocabulary compared with age peers?
·
Does the student
understand longer, more complex sentences?
·
Does the student follow
the general rules of grammar?
·
Does the student have
more than normal difficulty finding the correct word?
General classroom instruction seems
more appropriate for children with speech and language differences. Modelling
functional communication and conversational skills.
·
Direct Teaching
–Teachers respond to communicative attempts to encourage more elaborate speech
and language.
· Naturalistic Approach
– Through social interaction, using functional language that is useful and
relevant in a child’s everyday activities.
Making
the classroom an enjoyable and
comfortable place for the student to work on his/her speech and language is key.
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