Introduction 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 …show more content…
I had almost every speech impediment, including “r’s,” “l’s,” “s’,” “sh’s,” “th’s,” and “ch’s.” In the first two weeks of therapy with two other kids, all my problems were gone except “r’s” and “l’s.” When I began kindergarten, I had a different teacher who used tools like kazoos, straws, and mouthpieces to reposition my mouth and the way I say words. Before kindergarten ended, I conquered “l’s.” However, I struggled with pronouncing “r’s.” Other kids would tease me saying that I sounded British, I was cast in a play purely because my speech impediment made others laugh, and adults would not want to talk to me without my parents to translate. The reason why it took so long was because my parents and teachers gave up on trying to reteach me to speak properly. My speech therapist and I were the only ones still trying. In fifth grade, I finally graduated from my speech …show more content…
Alan Kamhi (2006) understood treatment options are not easy to choose because “there is no simple prescription for choosing an intervention approach because clinical expertise and client values will vary” (p. 272). Helping a child succeed needs more than one person’s help. A great way for children’s speech impediments to disappear is if every person in those children’s lives to be active teachers. Yauch (1952) believed that the speech correctionist must “help the teacher become more competent” because the student’s improvement will be more “consistent” (p. 98). Instead of a student going to a speech therapist two or three times a week as their cure, parents, relatives, siblings, and teachers must participate in the student’s therapy. If treatment effort is begun promptly, “75% of children with speech delay normalize their speech errors by age 6” (Kamhi, 2006, p. 272). How can society make that percentage increase? Children usually go to treatment with a specialized therapist for two to three hours a week. If parents, teachers, and siblings start to help too, the child has treatment 24/7, which will help the child’s disorder disappear much faster. The way this is possible is for the parents and teachers to have a meeting with the school’s speech therapist to explain what the child has trouble on, what part of the mouth the impediment is coming from, words that are often pronounced wrong by the child, and ways to help
Compared to a model of normal communication, a child with Developmental Stuttering has a few noticeable communication impairments. The young man named Geoff who was presented in the case study has some difficulties concerning with his language. At thirteen years old, he had some noticeable issues within his model of communication that were abnormal for a teenage boy. In regards to articulation, the rapid and coordinated movement of the tongue, teeth, lips, and palate to produce speech sounds, Geoff reported that there “were certain words that he could not say without stuttering severely”. One of these words included “French”. He would use different words in order to avoid saying the words he would always stutter on, or just not use the particular word at all. This became a disadvantage for
Such an approach is preferred if the child reveals secondary behaviours or when the child is aware of his/her. This decision of choosing direct therapy will depend on the amount of stuttering that is been observed as well as the impact the stuttering has on the child’s attitude and psychology towards communication. Direct therapy focuses specifically on the child's stuttering. Within all cases parents should encourage their children and most importantly expect any disfluency issue a child might have. Direct therapy, targets speech disfluencies by speech and language therapists and parents, if the parents have been directed by a professional speech and language therapist. Specifically, in contrast with indirect approach, direct approach focuses on the disfluency of the child by correcting and working on the stutters with the SLT or the parents if they have been directed by an SLT. Direct therapy mostly focuses on breathing techniques, managing reduced speaking rate, encouraging pauses when taking turns in conversations and motivating the child by letting him/her finish speaking without any interruption. Two approaches in direct therapy are the fluency shaping and the
At Clarke I currently teach in a self contained classroom of four year old children that are deaf and hard of hearing who are learning to listen and speak. I assist under the direction of the classroom teacher in planning, preparing and executing lessons in a listening and spoken language approach. I have the opportunity to record, transcribe and analyze language samples on a daily basis. In addition, I facilitate the child's communication in the classroom and ensure carryover of activities between the classroom and individual speech therapy sessions. Every week I contribute and participate in meetings with the educational team to discuss each child's progress using Cottage Acquisition Scales of Speech, Language and Listening (CASSLLS).
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
“Stuttering is a interruption in the fluency of verbal expression”(Büchel et al. 2004). This action can be characterized as involuntary repetitions or prolongations of sounds or syllables (Büchel et al., 2004). Although we know those actions to be true, there are many other secondary actions that may occur including negative emotions such as anxiety, embarrassment, or frustration. According to Büchel et al., stuttering usually develops between the ages of two and five years old. For children under the age 6 who stutter, there are many therapy programs that have been developed such as the Parent-Child Interaction Therapy, an indirect approach (Millard et al., 2008). The goal of these programs are to “establish fluency at the single-word level and gradually increase utterance length while maintaining fluency” (Millard et al., 2008).
Improvement can be made through physicians, special education, physical therapy, speech therapy, occupational therapy, and psychology (Roizen, 2007).... ... middle of paper ... ... pp.
Throughout this research it will go over stuttering (which was operationally defined as any hesitation, stoppage, repetition, or prolongation in the rhythmic flow of vocal behavior ( Azrin; Flanagan; Goldiamond; 2006) in great detail. Stuttering has often been considered an emotional blocking; it can, however, be regarded as a unit of verbal behavior; that is, breaks, pauses, repetitions, and other nonfluencies can be considered operant responses, having in common with other operant the characteristic of being controllable by ensuing consequences (Azrin;Flanagan; Goldiamond; 2006). The ways that stuttering comes about, the strategies and treatments that makes stuttering successful, the positives and negatives of stuttering, stats, historical context and definitions. Stuttering not only affects the stutterer’s speech but also the outcome on one’s social life and how successful they become according to how their stuttering is handled. There are multiple ways of handling stutterers and ways to implement strategies and treatments to help them become more successful in school and their social life. Due to stuttering beginning at an early age it is very important for and educator and parents to implement strategies to help a stutterer become comfortable in academic and social environment. Without the involvement of parents and teachers there will be a lack of engagement from the stutterer.
Speak by Laurie Halse Anderson teaches a valuable lesson. The book is about a young girl just entering high school. It shows all her struggles and achievements as a girl recovering from being raped at a party before entering high school. Because of the strength of the lesson Speak teaches, it should not be banned.
When a problem is noticed by parents or teachers a child gets diagnosed based on his/her difficulties. Sometimes a diagnosis may not be possible, or necessary. Many children with milder SLCN (speech, language and communication needs) can be supported well in their school or nursery setting, or respond well to general support strategies, and they don’t need specific help.
After working with the 3rd graders, I became an assistant teacher at an early childhood education center in a low-income neighborhood with numerous students who needed extra support due to behavioral and emotional disorders. At one point, I encountered a student with selective mutism; selective mutism is when a person is capable of speaking but voluntarily chooses not to communicate verbally. I began to work one on one with him to understand why he didn 't communicate verbally. The first course of action was a meeting with his mother to learn more about him and th...
From a deafness-as-defect mindset, many well-meaning hearing doctors, audiologists, and teachers work passionately to make deaf children speak; to make these children "un-deaf." They try hearing aids, lip-reading, speech coaches, and surgical implants. In the meantime, many deaf children grow out of the crucial language acquisition phase. They become disabled by people who are anxious to make them "normal." Their lack of language, not of hearing, becomes their most severe handicap. While I support any method that works to give a child a richer life, I think a system which focuses on abilities rather than deficiencies is far more valuable. Deaf people have taught me that a lack of hearing need not be disabling. In fact, it shouldn?t be considered a lack at all. As a h...
inferiority for ages seven to eleven. This stage is where children learn how to be competence and constructive in many tasks by being industry or inferiority by not accomplishing or fulfilling a task well (Christensen & Kockrow, 2011). In school children are given many tasks to work on individual or with friends. Being able to accomplished a task makes a child feel successful being able to be industry and if the child who has many difficulties in a certain area may with withdrawal and be inferiority in this stage of Erikson. Looking at Laurie’s development in this stage she shows signs in both. As mention above Laurie had to take speech therapy because she had a difficult time pronouncing certain words. This was due to two reasons one being due to being premature but also because this ran in the family with certain family members. Children who have a hard time pronouncing words have a hard time learning new words making it hard on the child while he or she is reading or taking tests (Wilson et al., 2015). This was shown in Laurie’s case because she had a hard time pronouncing certain word she also had a hard time understanding which caused problems reading out loud, taking test etc. Which caused her to be held back in the first grade. It has been shown that vocabulary or speech inventions can help children by having two sessions a week to develop pronouncing word properly and grow new vocabulary for that age group (Justice, Schmitt, Murphy, Pratt, & Biancone, 2014). This showed signs of Laurie being inferiority in Erikson stage but a year later with help of speech therapy an invention with school Laurie was able to fulfill the next year successfully and plus making new life time
Censorship in School Libraries The most debatable and controversial form of censorship today is the banning of books in school libraries. Banning books that educate students is wrong and selfish. Censorship of books in school libraries is neither uncommon nor an issue of the past. Books with artistic and cultural worth are still challenged constantly by those who want to control what others read. The roots of bigotry and illiteracy that fuel efforts to censor books and free expression are unacceptable and unconditional.
Better Health Channel. (2014, February 17). Childhood apraxia of speech. Retrieved March 6, 2014, from Better Health Channel: http://betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Childhood_apraxia_of_speech
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...