PROF ED 2

Chapter 8
Presented by:
Angelou M. Tolosa
Maricel D.Tonga
Bennie N. Rosales
 LEARNING OUTCOMES

• ENGAGE IN THE STRATEGIES TO DEVELOP COMMUNICATION SKILLS

FOR CHILDREN WITH LEARNING DIFFICULTIES

• DISCUSS THE COGNITIVE STRATEGIES IN HELPING CHILDREN WITH

SOCIAL COMMUNICATION DISORDERS

• IDENTIFY THE CHALLENGES FOR CHILDREN,PARENTS AND

TEACHERS IN TEACHING SPEECH AND SOUND DISORDERS.
PART 1
Helping children with
communication
disorders and issues in
teaching learners with
difficulty seeing, hearing
and communication
 PART 1
●  
A study of Gregg(2017) investigated
strategies for children with communication
disorders and how they can develop social
communication and reduce challenging
behaviors
What Is This Strategies include:
Topic About? ● Considerations of collaborating
of parents, teachers, and
service providers in initial
planning
● Communications planning
● Peer support.
 Collaboration among parents, teachers
and other service providers play an
important role during the initial planning
and goal setting.
The relationship of children with difficulty in
communication will help mold their
emotional and social skills.
—Gregg,2017

L A BO R A T I O N
COL IN G le. P52

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it
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WITH P A R
EXPERTS
 We can use the
Picture
Exchange
Communication
Exchange(PECS
Aside from sign language, we can use
)
PECS to communicate through pictures
by showing the learning the options of
pictures for them be able to show their
understanding of the concept of
choices
—Gregg,2017
COMMUNICATI
ONS PLANNING
 S S I STANC E OF
A
PE ERS peer support, the
Through
child can produce self
confidence, social
competence and social
communication skills.

—Gregg,2017
 SOCIAL
COGNITIVE 02
STRATEGIES IN WITH THE HELP OF
HELPING
● Moreno-Manso, J. M.,
CHILDREN WITH ● García-Baamonde, M.
SOCIAL ● E., Blázquez-Alonso, M.,
COMMUNICATION ● Pozueco-Romero, J. M.,
DISORDERS ● Godoy-Merino, M. J.
 SOCIAL
COGNITIVE The findings revealed that the
STRATEGIES IN intervention strategies for children
HELPING with difficulty in communicating
should be aimed for developing
CHILDREN WITH functional skills that would enable
SOCIAL them to have effective social
communicating skills such as;
COMMUNICATION conversational language, requests,
DISORDERS narrative skills, and abstract and
figurative language.
 For example:
• Greetings ang
EVALUATING goodbyes
SOCIAL • Attracting and
COMPETENCE •
attention
Requesting and giving
(pragmatics)
Using concrete communicative and • Refusing and
permission
social interaction situations, • Asking for specific
considering various functions and information
uses. • Who or what
• Why how
 Furthermore
There should be a focus on the
simulation, reorganization and
reconstruction of their social
communication and in boosting their
strategies for problem solving(Moreno-
Manso et al.,2016)
 Part
03
Teachers’ Experience of
Remedial Teaching for
Students with Language
Disorders
 i s th is a bo ut?
What
Cruz-Santos, Costa, Fernandez and Sapage
(2019) conducted a study regarding how
students with language disoders receive
remedial teaching in inclusive settings in
portugal.

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 t?
What is this abou
Findings revealed that most teachers are
aware about the concept of knowledge disorders
and recognize that this knowledge is crucial
when supporting students with language
disorders.
However, more that half of the teachers who
participated in the survey did not have formal
training or sufficientinformation about the
acquisition and development of language.
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 It means….
There should be a focus on the
importance in the training of teachers
and the acquisitions of knowledge about
how language is acquired and
developed, especially in relation with
language disorder.
 04
Challenges for In a study of and
Children, parents McLeod (2017)….
and Teacher in
Teaching Children • They interviewed children,
parents and teachers,
with speech sound siblings, friends and other
disorders significant adults in the life
with speech sound disorders
in order to find out the
challenges in facing in
facing this issues
 t?
What is this abou
The findings helps in the
necessary information to
inform the development of
classroom teaching practices
that promote a positive
learning environment.
“Identifying the problem
is halfway in solving the
problem”
Problems faced by children is
the….
Lack of self-confidence that
will lead to the decreased
participation of the student in
the classroom and withdrawal in
social interactions with peers
and teachers
Challenges with other persons inclined XL

in the development of children with

communicational challenges
Parents Teachers
The lack of targeted Maintaining awareness of
specialist support the children in the classroom
environment.
The lack of speech-language
Due to the quietness and withdrawal
pathology services brings burden to
of the learner in the classroom, they
the parents to allot finance and time
could be easily overlooked in the
to be able to access much needed
teaching context and the teacher
support.
might also face challenges in the
delayed learning of the child .