Lesson 18: Communication Disorder

 Deficits in their ability to exchange information with others

 May occur in the realm of language, speech, and/or hearing
o Language: spoken, reading, and/or writing difficulties
o Speech: articulation and phonology, fluency, and voice
o Hearing: speech problems, and/or language problems
Speech Impairments 3 basic types
1. Articulation Disorders – errors in production of speech sounds related to anatomical or physiological limitations.
a. Omission- removing sounds (bo for boat)
b. Substitution- replacing a consonant (wabbit instead or rabbit)
c. Distortions: altering the phonemes (Shlip instead of sip)
2. Fluency Disorders - difficulties with rhythm and timing of speech characterized by;
hesitations, repetitions or prolongations of sounds, syllable, words, or phrases.
a. Stuttering- rapid-fire repetitions of consonant or vowel sounds
b. Cluttering- excessively fast and jerky speech (inaudible)
3. Voice Disorders – problem with the quality or use of one’s voice resulting from disorders in larynx.
- characterized by abnormal production and/or absences of vocal quality, pitch and loudness.
Language Impairments 5 Basic areas
1. Phonological – abnormal organization of phonological system/ deficit in speech production/perception
- hard to understand/not saying the words correctly
- student may want to speak but has difficulty planning what to say
- motor movements to use
2. Morphological -inflections
3. Semantic - poor vocabulary development, inappropriate use and comprehension of word meaning
4. Syntactic - word order, subject-verb agreement
5. Pragmatic - understanding and using language in social contexts

Assistive Technology
1. First Words
– uses graphic representations combined with synthesized speech
2. Augmentative or Alternative Communication
- uses symbols, aids, strategies, and techniques to enhance communication process
-includes sign language and communication boards
 Lesson 19: Orthopedic Impairment/Physical disability
 Caused by bodily injury, illness or birth defect,
o Not limited to a result of any degree of paralysis
 Must not be confused with intellectual disability
o May have problems with dictions, but intellectual capacity isn’t affected
 Directly linked to the disability or associated with conditions
 Involve the use of mobility devices
Common traits
“Contracture”- permanent shortening, producing deformity or distortion
Impact of a physical disability
 Limited time to move  Frequent or unexpected absences
 Fatigue  Gaps in schooling
 Functional difficulties  Fewer opportunities
Teaching Strategies
- the fact that students have a disability may not always be immediately apparent. Needs may vary
he end of a lecture, recap any information given at the beginning
eck off-campus activities if they are accessible
mit students with disabilities to use their own furniture unobtrusively
dents with back problems prefer to stand in lectures
mit to use tape recorder or not-taker in lectures
ensions to deadlines
e-to-one sessions

Lesson 20: Attention Deficit Hyperactive Disorder

 One of the most common neurodevelopmental disorders in childhood and often lasts into adulthood
 Trouble paying attention or controlling behaviors or overly active
 There is no single test to diagnose ADHD
Signs and symptoms
 Daydream a lot  Careless mistakes/ unnecessary risks
 Forget and lose things  Hard time resisting temptation
 Squirm or fidget  Trouble taking turns
 Talk too much  Difficulty getting along with others

3 different Types of ADHD

1. Predominantly Inattentive Presentation 2. Predominantly Hyperactive-Impulsive
- organize or finish the task - fidgets and talks a lot
- easily distracted - feels restless and trouble with impulsivity
3. Combined Presentation
- two types are equally present
Causes of ADHD
- current research shows that genetics play an important role
 Brain injury  Premature delivery
 Exposure to environment  Low birth weight
 Alcohol and tobacco use during pregnancy
Teaching Techniques
1. Starting a lesson
 Signal the start of the lesson with an aural cue: egg timer, a cowbell, or horn
 Establish eye contact
 List the activities of the lesson on the board
 Tell the students what they are going to learn
2. Conducting a lesson
 Keep instructions simple and structured o Placing a sticky note
 Include variety of activities  Allow frequent breaks
 Have an unobtrusive cue set-up o Let them squeeze a stress ball
o Touch shoulder
3. Ending a lesson
 Summarize key points
o Have assignment notebook
o Have three students repeat it
 Be specific about what to take home
Lesson 21: Learning Disability
 A neurological disorder results from the way a person’s brain is “wired”
 Difficulty in macro skills, reasoning, or organizing info if left to figure things out themselves
 Can’t be cured or fixed; it is a lifelong issue
o Although they can succeed in school and go on to be successful
 Can qualify a child for special education services in school
Common signs of Learning Disabilities
Preschool Grades K-4 Grades 5-8
 Speaks later  Connection between letter  Reverses letter sequence
 Pronunciation and sounds  Slow to learn affixes
 Slow vocabulary growth  Confuses basic words  Avoids reading aloud
 Rhyming words  Consistent reading and  Word problems
 Learning numbers spelling errors  Difficulty in handwriting
 Easily distracted o Letter reversals (b/d)  Awkward tight pencil grip
 Trouble interacting o Inversions (m/w) o Tri-grip
 Following directions o Transpositions (felt/left)  Avoids writing assignments
 Fine motor skills slow o Substitutions (house/home)  Poor recall facts
 Trouble learning time  Difficulty in making friends
 Poor coordination  Trouble understanding body
language & facial expressions

Dyslexia Dyscalculia Dysgraphia

 Difficulty connecting  Math  Putting thoughts on paper
letters o Permit calculator

Lesson 22: Learners with Intellectual Disability aka Mental Retardation

 Below-average intelligence or mental ability and a lack of skills necessary for day-to-day living
 Can and do learn new skills, but they learn them more slowly
2 areas of Intellectual Disability
 Thought to affect about 1% of the population; 85% have mild ID
Intellectual Functioning Adaptive Behavior
 Also known as IQ  Skills necessary for day-to-day life
 Person’s ability to learn, reason, make decision o being able to communicate effectively
 Average IQ is 100 o interact with others
o take care of oneself
o Majority scoring 85-115
 Conceptual - Language, self-direction
o Considered retard if 70-75
 Social - Not being gullible
 Practical - Occupational skills
 To measure, compare to other child of same age
What Causes Intellectual Disability
- anytime something interferes with normal brain development, intellectual disability can result.
 Genetic Conditions - Down syndrome and fragile X syndrome.
 Problems during pregnancy - things that can interfere with fetal brain development
 Problems during childbirth - if a baby is deprived of oxygen during childbirth/anoxia
 Illness or injury - like meningitis, whooping cough, or the measles
 None of the above - two-thirds of all children who have intellectual disability cause is unknown
Educational Considerations
- A child with an intellectual disability can do well in school but is likely to need the individualized help.
- it’s important to know what changes and accommodations are helpful to students with intellectual disabilities.
 General Education  Supplementary aids and services
- IDEA does not permit a student to be removed from education in - It’s often crucial to provide supports to students with ID in the
age-appropriate general education classrooms solely because he or classroom.
she needs modifications. - making accommodations appropriate to the needs of the student.
- also includes providing what IDEA calls “supplementary aids and
services.”
Adaptive Skills - Many children with intellectual disabilities need help with adaptive skills.
 communicating with others;  social skills;
 taking care of personal needs;  reading, writing, and basic math; and
 health and safety;  skills that will help them in the workplace.
 home living;
Transition Planning
 It’s extremely important for families and schools to begin planning early for the student’s transition into the world
of adulthood.
 Because intellectual disability affects how quickly and how well an individual learns new information and skills,
 the sooner transition planning begins, the more
  can be accomplished before the student leaves secondary school.
Lesson 23: Marginalized groups
 Population who receives least support from the government
 Neglected
o Child labor o People with Low Socio-economic Income
o PWD o LGBTQ
o Indigenous People
 You should be culturally responsive
 Collaborative planning can aid teachers in anticipating classroom situations
Messiou (2003) Marginalization Conceptualized in 4 ways
1. Recognized by almost everybody
2. He/she experiencing marginalization
3. Child found to be marginalized but does not feel it
4. Experiencing but does not admit it
Marginalizing and Inclusion
Step 1: Opening Doors: Enabling Voice to be heard
 Situating students in the center of the process
 To allow them to express various concerns and experiences
Step 2: Looking Closely: Bringing Concerns to the surface
 Data from step 1 is examined to identify students
 It is the practitioners who study the data
Step 3: Making sense of evidence: sharing data with learners
 There is an explicit focus on concerns about marginalization
Step 4: Dealing with marginalization: encouraging inclusive thinking and practice
 Collaboration between adults and students in the place is very significant
 It spells out the response of the group
PROCESS DOES NOT END IN STEP 4