Exceptional Children Unit 2
Present eight strategies that could be incorporated into this type of instructional situation for children with speech and language difficulties.
1. Imitation or modelling, 2. Following the child's responses (conversation), 3. Exansion (reinstatement + add-on), 4. Paraphrasing (repeat a statement), 5. Open-ended questions (require more than a yes or no answer), 6. indirect statement - Using 3rd person, 7. Praise, 8. Directives (Comprehension check)
hydrocephalus
A condition characterized by an excessive accumulation of cerebrospinal fluid in the brain due to an obstruction of flow.
syndrome
A constellation of findings similar from patient to patient
biological risk
A term relating to infants and toddlers with a history of prenatal, perinatal, neonatal, or early developmental events resulting in biological insults to the developing nervous system.
congenital abnormalities
Abnormalities present at birth
pediatric aids
Aids contracted by children under 13 years of age
Specify the components of language and state the importance of each component in the effectiveness of language communication.
Children must learn the sound structure of language (the phonology), the rules that govern the ordering of words within sentences (the syntax or grammar), and the meaning of words and phrases (semantics). Children must then employ pragmatics which is the use of language in social context.
The textbook presents two groups of educational approaches for improving a student's linguistic competence. Identify and describe each approach.
Grammatical which are very structured and direct and naturalistic which includes functional (daily activities) and incidental (classroom interaction)
In educational intervention for language dysfunction, identify the instructional situation considered to be most appropriate for children with speech and language difficulties. Identify and critique the reasons for this setting being accepted as most appropriate. Present eight strategies that could be incorporated into this type of instructional situation for children with speech and language difficulties.
In educational intervention for language dysfunction, the instructional situation considered to be the most appropriate for children with speed and language difficulties is the classroom. The reason that this is so important is because this is considered to be a natural environment (winzer, p.120). Winzer states that natural environments involve all those who are close to the child, including friends, family and teachers. This sort of environment also accomodates for communication and conversational skills. Essentially, the best way for a child to learn would be in an environment that best suits the specific difficulties that they are experiencing. For example, a child from France is placed into a Canadian Mandarin school. The child will struggle greatly through their school term because of a communication barrier. However, the same child placed into a french immersion program will flourish as it is their first language. A child who is deaf would do better in a school that is specially designed for other children with similar issues. Eight strategies that could be incorporated into this type of instructional situation for children with speech and language difficulties according to Winzer are: Strategy: Description: Example: *Imitation. Modelling. Saying the letter "A"and encouraging child to repeat the letter *Expansion. A restatement of what the child has just said, with information added. Child "No Like" - Teacher " You do not like apples?" *Paraphrasing: Repeat a statement or question to elicit a reply. Child: "Car Vroom" Teacher "The car says Vroom Vroom when it is driving?" * Praise: A statement describing a child's prior verbal or non-verbal communication as correct, acceptable, or good. "Great job!" * Directives: Comprehension Check. After giving a direction, the child repeats to show they understand. I.e. "Color the circle blue" child colors the circle blue *Indirect statements: Using third-person commands. "Come see teacher". *Extension. Similar to expansions, follows a child's statement with different words. "Good job potty". "Yes! Sarah did a good job going potty on her own!" * Open-Ended Questions. Genuine requests for information requiring more than a yes or no response. Example: Can you tell me what is red?
Relate the impact of inferior quality versus excellent quality of adult-child interaction on language acquisition. Present a hypothetical scenario for inferior quality versus excellent quality of adult-child interaction within a toddler's play situation.
Inferior quality or parents who speak less to their children will have a hindered vocabulary compared to those who speak more. An example during play would be the child saying vroom vroom while playing with a car and the mother saying "the car says vroom"
tertiary prevention
Intervention strategies used after a negative outcome has been attained
Describe the developmental consequences for children with delays or disorders in speech and language.
The developmental consequences of language are delayed language development and language disorders such as aphasia and mutism. In speech there are articulation disorders, voice disorders, dysfluency (stuttering), cluttering, muscle control.
Specify the educational approaches that teachers in the inclusive classroom can use to intervene in meeting the needs of students with learning disabilities and furthering their daily successes.
The edcuational approaches that teachers in the inclusive classroom can use to intervene in meeting the needs of students with learning disabilities and furthering their daily successes have two separate approaches. According to Winzwe (p.157&158), these include generic and specific approaches. Generic approaches refer to techniques such as adapting curriculum and grading requirements in the general classroom or providing resource room assistance in areas of academic lag. Specific approaches refer to a great deal more program adaptation and direction, such as teaching to sub-skill deficits or meta-cognitive training. While the following approaches are suitable for all children with learning disabilities, no one specific method will work on all children. Behavioural skills approaches: Also known as skill models, or task based perspectives. This approach assumes that the problems the child is experiencing are external and this is where the difficulties in school learning lies. Cognitive Approaches: Are also known as metacognition, which is the understanding of your own cognitive processes. Children with learning disabilities do not develop proper metacognition. They are unable to see the connection of learning and performance. This can make problem solving tasks very difficult. In Metacognitive processes, there are two types of behavior (Winzer, p.161). Knowledge (cognitive strategies) helps to complete learning and skill (learning strategies) is how a person approaches a task that is either generic or domain specific. Generic strategies are problem solving skills while domain specific involves one area (i.e. remembering a formula). Strategy Training is used in combination with conditional knowledge which is the when and where to use a particular learned strategy. This approach inclues behavioural, cognitive, and social learning. An example of this would be using mnemonic devices such as rhymes to remember answers for a test. Interactive models are also used as an approach. This includes co-operative learning and peer tutoring. Co-operative learning is when children are placed into small groups of mixed-ability children. I.e. desks in groups of 4 in the class room, all facing each other, hoping that the children will help each other learn. Peer tutoring is peers assisting in the learning process. An example would be a child having another child in their classroom help them with homework or going to a facility like Oxford Learning for additional help, for a fee.
In educational intervention for language dysfunction, identify the instructional situation considered to be most appropriate for children with speech and language difficulties.
The educational intervention for language dysfunction is naturalistic. This includes functional and incidental. It helps the child with language that occurs during daily activities and environment and normal classroom interactions.
etiology
The process of finding causes to explain how a particular problem came into existence.
Discuss the stages and process of language acquisition from infancy to school age.
The stages of language acquisition from infancy to school age begins with the first cry at birth, it then to cooing. Around 6 months they begin to babble which is the incorporation of vowel and consonant sounds. Around this age, they also begin to show signs of comprehension. Around 8 months they use echolalic speech which is the imitation of another speaker. By 10-11 months, they are babbling in incoherent sentences. Around 1 year they speak their first words and develop an ability to discern meaning from contextual as well as voice cues. Toddlers use holophrasic speech, which uses a single word to express a more complex idea. 18-24 months, they combine words. 19-23 months they use telegraphic speech, because only the important parts are used. Age 2, they are 70-80% intelligible in speech. Age 3, they can understand 3/4 of the language that is the basis for all future understanding and they use transformations. Age 4, considered proficient language users. Age 5-6 sophisticated language users and move from semantics and syntax to metalinguistics and are able to recognize instructional discourse.
morphology
The system of word building in a language
The prevention of disabilities and potentially disabling conditions is divided into three categories. Determine and discuss these categories.
The three categories for prevention of disabilities and disabling conditions are: Primary prevention: establishing medical and social programs to reduce the rate of occurrences of diseases and conditions that cause disabilities, secondary prevention is the evidence of disorders that may cause disabilities, as well as allied attempts to keep the disorder from increasing in intensity. And lastly, Tertiary prevention which is the intervention strategies taken after a negative outcome has occurred.
The presence of risk factors indicates an increased probability of problems cognitively, socially, affectively, and physically. Determine the three major categories of risk factors and the main types of risks associated with each category.
The three major categories of risk factors and the main types of risks associated with each category are: established risk which is medical conditions and anomalies that result in disability, biological risk which is specific factors that place an individual at risk for physically, medically, or psychologically failing to thrive, and environmental risk which are conditions that occur when a child is biologically normal but is at a risk for not developing age-appropriae behaviour at the typical rate.
Of the many environmental factors that place children at risk, the major components of family structures, poverty, and cultural and linguistic differences relate directly to classroom learning and behaviour. Determine the three major environmental factors and their effects on the child's success at school.
The three major environmental factors are: Family structure because it establishes the norms of behaviour and teaches, explicitly and implicitly, social and moral, and psychological lessons to the developing chid. Poverty because these children are at higher risks for reading and writing difficulties and cultural and linguistic differences because limited english proficiency places a child at risk for learning lags. Misunderstanding the values of a child's culture, ignoring unique learning styles, or lacking knowledge and appreciation of a culture can place students at risk.
mutism
The total absence of speech
selective mutism
a condition in which children rarely speak or only to certain people
established risk
a diagnosed medical disorder with a known etiology (cause) that bears relatively well known expectancies for developmental outcomes within varying ranges of developmental disabilities
dysarthria
a group of speech disorders resulting from disturbed muscular control over the speech mechanisms
holophrasic speech
a single word used to express a more complex idea
language
a system of symbols organized into conventional patterns to communicate meaning
environmental risk
a term that applies to families and their infants and toddlers who are considered biologically sound but whose early life experiences (maternal and family care, health, nutrition, opportunity for expression of language, adaptive behavior, and patterns of physical and social stimulation) are sufficiently limited that there is a high probability of delayed development.
The identification and assessment of children with possible learning disabilities is difficult due to:
a. a lack of an acceptable assessment framework. b. a lack of appropriate instruments. c. the necessity of gathering assessment information from a variety of professionals, environments, and other caregivers.
A comprehensive language assessment involves:
a. measures of cognitive ability and achievement. b. informal assessments. c. standardized tests for screening and diagnosis of language functioning.
Children with language disabilities are doubly disadvantaged, because:
a. they hear less language than do other children. b. adults tend to speak less to non-verbal or low-verbal children. c. parents engage in fewer play and language activities with children with language disabilities.
Relative to the concept of full inclusion of children with exceptionalities within regular classrooms
advocacy groups, particularly those related to children with mild disabilities, desire the end of special education services.
Learning disabilities can be classified:
and categorized in many ways.
The etiology of about half the cases of intellectual disabilities:
are largely unknown.
secondary prevention
ascertaining, as early as possible, the evidence of disorders that may cause disabilities as well as allied attempts to reduce, remove, or reverse substantially complex aspects of disabilities
speech/language therapist/pathologist
assess articulation, voice, and fluency disorders
articulation problems
concern ability
elective mutism
condition found in emotionally disturbed children who cannot speak or who speak only in certain circumstances
dysfluency
conditions in which the flow of speech is interrupted with blocking, repetitions, or prolongations of sounds, words, phrases, or syllables
aphasia
conditions that affect language reception and expression
language delays
demonstrate significant lags but language is still processing according to the stages of normal development
anoxia
deprivation of oxygen
receptive disorders
disorders that interfere with the comprehension of spoken language
The most common cause of difficulties in academic success is:
educational and instructional factors
Students who manifest deficits in adaptive behaviour but possess average intellect are said to be:
emotionally disturbed or learning disabled
dysnomia
forgetting words or meanings
what is functional definition of language
functional language is the language the child uses every day.
Adaptive behaviour is fundamental to the definition of mental retardation because:
functioning according to age-appropriate behaviour is most important for children with mental retardation.
phonological difficulties
having a sound and pronouncing it correctly in some contexts but not in others
echolalic speech
immediate imitation of the speech of another speaker
language disorders
impairment or deviant development of comprehension or use of a spoken , written, or other symbol. More complex than language delays and involve form, content and function
voice disorders
include hoarseness, breathiness, loudness, pitch, and sudden breaks in pitch
Current definitions of behavioural disorders state that these behaviours:
interfere with self-concept, interpersonal relationships, and school achievement
cluttering
involves rapid, jerky, stumbling speech with marked omissions
communicative competence
knowing how to interact, communicate appropriately in various situations, and make sense of what others say and do in communicative interactions
The most common reason that teachers may be resistant to the full inclusion of children with exceptionalities is that, generally, teachers:
lack the skills to teach children with special needs.
In reviewing risk factors for children, we know that these factors
may be both intrinsic and extrinsic. can include physical, cultural, and social factors. can result in major and minor malformations and difficulties for children.
Labels in the description of children with exceptionalities
may provide the parents with some confidence in dealing with the problem. may provide for more effective communication among caregivers. can be unreliable and inconsistent
Recent years have seen the emergence of a new group of disorders related to new etiologies known as
neurological impairments
naturalistic approaches
occur in normal classrooms where children learn what language is by by learning what language can do
critical period
part of the life cycle during which the developing organism is particularly sensitive or responsive to specific environmental forces
behavioural phenotype
patterns of behaviour or the specific and characteristic behavioural repertoire exhibited by individuals with a certain condition.
speech disorders
problems encounters in the oral production of language.
primary prevention
procedures concerned with removing the causative factors that account for the initial occurrence of the disorder or strengthening the well-being of individuals in the population as a form of inoculation against the causes of subsequent problems
telegraphic speech
reduced speech that resembles a telegram in that only the essential aspects of the message, those possessing meaning, are included
The concept of the least restrictive environment means that children with special needs:
should move between appropriate inclusion in regular classes and special classes, according to their needs.
fluency
smoothness with which sounds, syllables, words, and phrases flow together
stuttering
speech flow disorder, a major cause of dysfluency
How should this knowledge of etiology affect the teacher's decisions for assisting the student?
teachers should be more sensitive to problems, teachers tolerate more, build confidence in teaching child, monitoring drugs and limit certain activities
The difference between developmental aphasia and acquired aphasia is:
that acquired aphasia results from trauma that occurs after language has developed.
metalinguistics
the ability to think about and talk about language
Why is it important for a teacher to know the etiology of a student's problems?
the causes of disabilities cannot be separated from the developmental consequences, Students affected by different genetic conditions present quite different behaviour, it leads to a better understanding of the behavior, it breeds tolerance, assists with programming individual child, some children require medication on a more frequent basis, some children have difficulties physically participating
risk factors
the causes of potential disabilities
When giftedness-as-product or result is used as a major factor in the definition of giftedness:
the concept of IQ as the sole criterion of giftedness is invalid. b. it is a better measure of eminence associated with adulthood. c. it assigns the term "gifted" to those who have obtained some outstanding achievement in a socially useful area.
aphonia
the condition where there is no voice
phonetics
the description of speech sounds of a language
In a Canadian Supreme Court decision, it was determined that
the federal Charter of Rights and Freedoms is being violated if any children with exceptionalities are excluded from full inclusion.
Assistance for children with speech and language delays or disorders is available through medical, speech and language, technical, and educational interventions. Determine the general goal of language intervention and the specific purpose(s) of intervention in each of the above areas. Discuss how intervention occurs when speech and language therapy is required.
the general goal of language intervention is to assist the child with communication. The purpose of medical intervention is to correct the defects surgically. Therapy is concerned with communication, its normal development and its disorders. Technical Aids assist the child in social interaction. Educational intervention is oral and written language. Intervention is early.
apraxia
the inability to program, position, and sequence the muscle movements involved in speech
instructional discourse
the language that gives children information about the curriculum and feedback on their efforts in mastering it
syntax
the network of organizational principles underlying linguistic expression
emergent literacy
the reading and writing knowledge and behaviour that precedes conventional literacy
grammar
the rules and the word choices made, it formalizes the conventions of a language so that communication is consistent throughout a certain society
phonology
the sound system of language, the rules for using the sounds of language
pragmatics
the ways in which we use language, the role of context in communication interactions
Examine the consequences for cognitive development, academic achievement, and social and emotional development.
there are no correlation between speech and language disorders and cognitive function. Academically, children would have a slower rate of learning reading and writing than their peer and may feel less intelligent
expressive disorders
those that affect the formulation of grammatical utterances
Paraeducators in the classroom are:
to act in a supporting role in assisting the classroom teacher.
The main purpose of today's terminology in describing children is
to place the child first and the disability second. to avoid emotionally laden terms. to be non-stigmatizing.
semantics
word meaning
