During the second week, I selected to research the disability of speech or language impairment. This type or impairment is defined as a communication disorder that adversely affects the child’s ability to talk, understand, read, and write (Texas Council for Developmental Disabilities, 2013). In my district, we have a small percentage of students receiving special education services with this type of disability. According to Friend and Bursuck (2006), the prevalence of speech or language impairments among students receiving special education services is considered a high-incident disability and approximately twenty percent of children receiving special education services are receiving services for speech or language disorders. The impact of this disability on a person’s physical, mental, social and emotional abilities affects the learning of the students every day in the classroom (Friend & Bursuck, 2006). …show more content…
The students with this type of disability exhibits hyperactivity, fine and gross motor coordination, low self-concept, and language delays (Friend & Bursuck, 2006). The type of assessment accommodations commonly prescribed for students with a speech or language impairment are allowing to substitute oral exams with written exams, providing a vocabulary list, allowing the use of calculator, private location for testing, modify the length of the test, substitute oral project presentations with written presentations, and allowing extra time for assessments. According to Friend and Bursuck (2006), one critical element in testing students with disabilities is ensuring that the test results reflect their knowledge and skills, not their
Accommodations are testing changes or alterations for people with disabilities in educational settings (APA Task Force, 2017). Accommodations change the content or format of the test, to accommodate someone with a disability who would not be able to complete the measure of a normal test, but the construct being measured does not change (APA Task Force, 2017). Per the APA Task Force, “For some tests, the validity of unaccommodated results may be lower than accommodated results if the person with disability requires accommodations and they can be provided without fundamentally altering what is tested” (2017, Guideline 15). This means that tests without accommodations for specific disabilities, would be less valid then tests that accommodate those specific disabilities (APA Task Force,
I also volunteer, assisting students with various developmental and learning disabilities complete their educational tasks (e.g. homework and test preparations). In the past, I’ve worked as a teacher’s aide in the Buffalo, NY public school system and as an undergraduate assistant in the Buffalo State Speech-language and Hearing Clinic. I plan to become a school-based SLP preferably in the Washington, D.C. area. I have great interest in working in the public-school system because I believe that it will allow me to reach and assist a large array of children with a wide variety of unique needs. I am particularly passionate about assisting children that come from socioeconomically disadvantaged backgrounds because I come from one myself. I also believe that children are often misdiagnosed with language or speech impairments because they use a vernacular that is different from mainstream English or because they fail standardized tests that are not culturally appropriate for them. Correspondingly, a child’s language or speech impairment can be overlooked because they use a vernacular that differs from mainstream English. As a school-based SLP, I will strive to ensure that all children receive the appropriate services they require, warranting that they become proficient communicators and will be able to use their skills to enhance their lives and contribute to society. Nothing will give me more gratification than to help children make greater use of their communicative
As societal pressures for higher education increase, more emphasis has been placed on the importance of a minimum of a bachelor's degree from an accredited college or university. This has led to the increased enrollment of students with learning disabilities over the past decade. According to a recent survey from the National Clearinghouse on Postsecondary Education for Individuals with Disabilities, one in eleven full-time first-year students entering college in 1998 self-reported a disability. This translates to approximately 154,520 college students, or about 9% of the total number of first-year freshmen, who reported a wide range of disabilities, ranging from attention deficit disorder to writing disabilities (Horn).
Over seven million people just in the US have some sort of speech disorder. Just think about how many it is around the world! There are many different types of speech disorders, such as: stuttering, lisping and, mumbling, to name a few. Many of these disorders become noticeable during early childhood, however, this is not the only time a speech disorder may occur. Many people that suffer from strokes or other traumatic accidents encounter struggles with speech through their recovery. Those who struggle with speaking after an accident, though, have more access to treatments than children that are born with speech impediments. The treatments that are most known for children include: phonology, semantics, syntax, and pragmatics. There are speech
Students with learning disabilities can learn; each student has his or her own strengths and weaknesses. Educators must continue to focus on the strengths of each student and building on them, creating a stronger student and person. Identifying the weakness is at the core of getting a student help with their learning disability, but after this initial identification and placement, the focus should shift to the strengths and adjusting the student’s schoolwork to reflect these strengths. For instance, if a student is weak in reading but has wonderful group interaction skills and is good with his or her hands, the students' reading tasks should then be shifted to reflect these st...
Build on learners' prior knowledge; (4.) Provide constant review; (5.) Simplify language; (6.) Build other skills while developing English. The use of standardized testing to identify and assess the progress of English language learners with special needs is problematic. Normally designed for native English speakers, many assessment instruments do not reliably assess speakers of other languages because they ignore differences among linguistic and cultural groups (Schwarz & Burt, 1995). Assessment of English language learners with special needs should...
The hearing world has not made much effort to learn more about the Deaf culture until recently, but the majority of the hearing population still does not have sufficient knowledge to get along with the Deaf people. However, there are some people who are interested in the Deaf people and their culture that want to understand enough to get along with the Deaf. Usually, they have many questions but they avoid asking the Deaf in fear of offending them. For example: How do Deaf people feel when a hearing person approaches them in public using sign language, Why do some Deaf people not like the I love you sign, Is it unethical for a hearing person to publish a book of restricted ASL signs, and Who owns ASL? There are books to answer those questions (specifically For Hearing People Only),
Thousands of children suffer from speech impediments every year, and schools have the responsibility to treat them. A speech impediment is “a condition that makes it difficult to speak normally” (“Speech Impediment,” n.d.). I decided to research and write about speech disorders in schools, because I suffered from speech disorders when I was young and spent every elementary school year trying to treat it. It took me seven years to finally speak like the other students in my classes, and there must be a better system to treat children faster and more effectively. Most students who have speech disorders are often discovered in preschool. This issue is significant to the whole community because children should not only listen, but
The majority of students with disabilities should be in an inclusive setting. These students are generally placed based on the Least Restrictive Environment (LRE). Furthermore, the majority of these students are able to keep up academically with their peers, even
Data gathered from the American Community Survey (ACS) report in 2007 on the percentage of U.S. population, age 5 and over, relates that out of 281 million people, 55.4 million are speaking a language other than English at home. This segment of population constitutes over 24% and it has increased from 1980 to 2007 more than 140%. Out of the 55.4 million people whose primary language is other than English, 62% are Spanish language speakers, founding the largest group of foreign language speakers in the United States (Shin & Kominski, 2010).
The findings were based on students with language disorders, head injuries, Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD), Mild Intellectual Disability, and Specific Learning Disability in math and/or reading (Abu-Hamour et al., 2012). The assessment given as a study with language disorders included one hundred and fifty six students, and it was determined through the process that a language disorder is usually linked to lower cognitive ability scores (Abu-Hamour et al., 2012). Results recorded from the manual of WJ III (as cited by Abu-Hamour et al., 2012) reported students with head injuries had the lowest scores on the test and their processing speed and working memory was affected. ADHD was reported to look similar to those with learning disabilities, head injuries or social emotional problems (Abu-Hamour et al., 2012). Torgesen (as citied by Abu-Hamour 2012) reported that 80% of all SLD involved reading. Finally, mild intellectual disability was recorded as being the lowest scores in all subtests (Abu-Hamour
Today there is controversy in deaf culture as whether it is better to orally train a child or expose them to signing. In this paper, I will look at the quality of speech developed in deaf children, predictors of speech development, and language abilities of deaf children who are orally trained versus deaf children who are exposed to a fluent sign language.
Communication is very crucial in life, especially in education. Whether it be delivering a message or receiving information, without the ability to communicate learning can be extremely difficult. Students with speech and language disorders may have “trouble producing speech sounds, using spoken language to communicate, or understanding what other people say” (Turkington, p10, 2003) Each of these problems can create major setbacks in the classroom. Articulation, expression and reception are all essential components for communication. If a student has an issue with articulation, they most likely then have difficulty speaking clearly and at a normal rate (Turkington, 2003). When they produce words, they may omit, substitute, or even distort sounds, hindering their ability to talk. Students who lack in ways of expression have problems explaining what they are thinking and feeling because they do not understand certain parts of language. As with all types of learning disabilities, the severity can range. Two extreme cases of expression disorders are dysphasia and aphasia, in which there is partial to no communication at all (Greene, 435, 2002). Individuals can also have a receptive disorder, in which they do not fully comprehend and understand information that is being given to them. They can experience problems making sense of things. “Children may hear or see a word but not be able to understand its meaning” (National Institutes of Health, 1993, p1). Whether children have difficulty articulating speech, expressing words, receiving information, or a combination of the three, there is no doubt that the tasks given to them in school cause frustration. These children experience anxiety when...
Education is a profession which requires a teacher to be able to communicate with a multitude of students on a variety of levels. There is not a class, or student for that matter, that is identical. Therefore, teachers must be able to identify and help educate students from all different types of backgrounds and at different levels. Teaching a singular subject presents difficulties, but teaching students with disabilities should not be one. There are three main teaching areas that need to be focused on when teaching a student with a learning disability. Teachers need to focus on the strategies that will assist students with reading comprehension skills, writing skills, and maintaining appropriate behaviors in a classroom setting.
Accommodations will help students achieve these academic goals, which can be instructional or environmental changes that help students to successfully understand and respond to the regular curriculum. These kinds of accommodations may be a change of seating in the classroom, sitting up front during story time or allowing more time on an exam. For example, a child who may have dyslexia needs to have an additional 20 minutes on exams, or have test questions and answers read to them aloud. These are accommodations made in order for the student to have the best chance of success. A student, who does not have a learning disability, doesn’t need those accommodations and would not necessarily benefit if they were given to