Teaching Learners

with
Difficulty in Communication

Regional Training of Trainers

Batch 1 – March 5-10, 2018
Batch 2 – March 12-17, 2018
NEAP, Tuguegarao City

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SESSION TITLE

Power of Speech
And Language
Unleashed

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Communication
is such a fundamental part of the human experience. It
entails interactive exchange of information, ideas,
feelings needs and desires.

Communication Difficulty/Disorder

is a problem in the ability to receive, send, process, and

comprehend concepts or verbal , nonverbal and
graphic symbol systems. A communication
difficulty/disorder may be evident in the processes of
hearing, language and/or speech.
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OBJECTIVES

1. Identify the different difficulties in

communication and differentiate each type
from the others .

2. Apply accommodations ,strategies and

interventions in teaching learners with
difficulty in communication.

3. Express acceptance of learners with

difficulty in communication

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 PRELIMINARY ACTIVITY:
“Hear-through -the -eyes” Game

Speech reading is an art.

It can be used by people with difficulty in
communication or with difficulty in hearing.

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 Guess the Place

Focus: Different Cities

in the Philippines

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Learning Station

1.Royalty Station
2.Intervention Station
3.Book Worm Station
4.Sound Station

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Learning Station

INSTRUCTIONS FOR GROUPING

1.Participants will be divided into four groups. Each group
will choose a leader who will serve as a guide when members
transfer from one station to another.
2. Each group will be engaged in delivering the task required
in each station. Given tasks are written on cards found in
each station. Groups will be provided with Manila papers
where they can write down their responses which correspond
to the given tasks.
3. Each group would have to move from the station when
members hear the signal to transfer.
4. Everyone should walk through all the stations.
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Learning Station

Royalty Station

Watch the movie trailer of the King’s

Speech ( an Academy Award Winning Film for
Best Picture).
After watching the trailer,
guess the conflict of the story/
movie?

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Learning Station

INTERVENTION STATION

Watch the video clip.

After watching, list down qualities of a

good speech model.

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Learning Station

BOOK WORM STATION

After reading the hand-out, what have

you learned about the types/nature of
activities that can be applied to learners
with communication difficulty.

Handout title: Activities for Learners with

Communication Difficulty

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Learning Station

SOUND STATION
Watch the video clip on “Learning English:
the ABCs of Sound”.
What type of articulation exercises should
be given to Filipino learners with difficulty in
communication? Replace the given word
examples in the video clip with terms that are
associated with Filipino’s way of life.

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 ANALYSIS AND DISCUSSION

Royalty Station
Some of your students could be
showing “red flags” or the same
communication difficulty King
George VI exhibits . Share to the
audience what you have
observed regarding how these
learners perform in class or how
they send or receive message.

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 ANALYSIS AND DISCUSSION

Intervention Station

What are the advantages of conducting

a one-on-one session as a form
intervention.

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 ANALYSIS AND DISCUSSION

Bookworm Station
Enumerate activities, strategies or
interventions that would work best for
your students with difficulty in
communication.

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 ANALYSIS AND DISCUSSION

Sound Station

How important are articulation

exercises to a learner with
communication difficulty?

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 ABSTRACTION

Activity

“Who is who?” game

Focus: Famous Persons

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 ABSTRACTION

SLECRAH NARIWD

• Father of evolution

Charles Darwin
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 ABSTRACTION

OOCC NIMRAT
• A Filipino actor and film
Producer

• A leading man in FPJ’s

“Ang Probinsyano”
Coco Martin
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 ABSTRACTION

NIA NNEERAICVO
• A Filipino actor and
Sportsperson
• Pilot by profession
• A leading man in
“A Love to Last”

Ian Veneracion
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 ABSTRACTION

ERODTEOH VOOSRLTE

• An American Stateman

• Served as the 26th

President of the US

Theodore Roosevelt
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 ABSTRACTION

LAIUJ BROERST

• An American actress
and producer
• A Hollywood star
• Plays the lead role in
“Pretty Woman”
Julia Roberts
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 ABSTRACTION

IAASC WONTEN
• An English Mathematician
• The most influential
scientists for all season
• The father of scientific
revolution

Isaac Newton
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 ABSTRACTION

1. How are speech and language interrelated?

2. What are the main features of language
disorder and speech disorder?
3. What accommodations can be applied to
support the learner with communication
difficulty ?
4. What strategies or interventions can be done
to help a learner with communication difficulty
improve his/her language and speech skills ?
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 Language and Speech Interrelation

LANGUAGE
is a formalized code used by a group of people to
communicate with one another. All languages consist of a set of
symbols and a system of rules for combining those symbols
into larger units. Language has five dimensions that define its
form ( phonology, morphology and syntax) , content
(semantics) and use (pragmatics) . --- ( Owens, 2005 )

 SPEECH
is the oral production of language .It is the fastest , most
efficient method of communication by language .

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 Main Feature of Language and
Speech Difficulty / Disorder

Communication Difficulty/Disorder
problem in the ability to receive ,send, process and
comprehend concepts or verbal, nonverbal and graphic symbol
systems. It may be developmental or acquired.

Two Categories :
1. Speech Difficulty/Disorder

2. Language Difficulty/Disorder

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Speech Difficulty / Disorder

is an impairment of the
articulation of speech sound,
fluency and / or voice.

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Speech Difficulty / Disorder

Three Types

1.Articulation Difficulty/Disorder

2.Voice Difficulty/Disorder
3. Fluency Difficulty/Disorder

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Speech Difficulty / Disorder

Three Types
1.Articulation Difficulty/Disorder
is the atypical / errors in the production of speech
sounds
 Learner cannot produce a given sound physically
because sound is NOT in her/his repertoire of
sounds.
e.g. Yeh me yuh a da wido (Let me look out the window)
De toop is dood (The soup is good)

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Speech Difficulty / Disorder

1.Articulation Difficulty/Disorder
characterized by:
* substitution - learner substitutes a sound for another
sound.(e.g. "wabbit" for "rabbit" where "w" is substituted for "r".)
* omissions - learner drops (omits) a sound from a word.
(e.g. "at" for "hat" or "bu" for "bug".)
* additions - adds a sound that shouldn't be there.
(e.g. "doga" for "dog“)
* distortions - learner distorts a sound usually caused by
deficient oral motor skills. (e.g. "thoup" for "soup“)
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Speech Difficulty / Disorder

2.Voice Difficulty/Disorder
problem with the quality or use of one’s voice.
Abnormal production and absences of vocal
quality, pitch, loudness and resonance.
* Laryngitis – swelling of vocal cords
* Vocal cord paralysis - result from abnormal nerve
input to the voice box muscles (laryngeal muscles).
* Spasmodic dysphonia – nerve problem that causes
vocal cord spasm.

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Speech Difficulty / Disorder

3. Fluency Difficulty/Disorder
difficulty with the flow or rhythm of speech

* Stuttering - rapid-fire repetitions, prolongations,

hesitations, and stops interjections and complete
verbal blocks ( Ramig & Shames,2002)

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Stuttering
Speech Difficulty / Disorder

* Cluttering - rapid speaking rate, erratic rhythm, syntax

or grammar, and words unrelated to sentence.

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Language Difficulty / Disorder

is an impaired comprehension and /

or use of spoken, written and / or other
symbol systems.

Usually classified as either receptive

or expressive.

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Language Difficulty / Disorder

Involves problems in one or more of the

five form / dimension of language such as:
* Phonology – sound combination / sound system
* Morphology – structure and construction of word forms
* Syntax – order and combination of words to form
sentence
- relationship among sentence elements
* Semantics – meanings of words and sentences (content)
* Pragmatics – language functions
- combines all language forms/components

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 Accommodation

Assessment
Collaborative Consultation
- Speech language pathologist
- Speech Therapist
- Speech Clinician
- Speech Teacher
Note: Assessment and consultation could be the basis on the child’s
educational placement to surely start where the child is. It guides teachers
and parents.
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Accommodation

Interactive Approaches
- Operant Conditioning
(Reward / Reinforcement Stimulus)
- Incidental Teaching
(Mood Projection Teaching)

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Accommodation

Interactive Approaches
- Augmentative and Alternative
Communication (AAC)
(use of symbols, aids, strategies, and
techniques to enhance the
communication process)

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 Accommodation

Regular Classroom Speech Modification (depends

child’s needs / area for improvement)
1. Allow longer oral response time.
2. Shorten and / or modify oral directions.

3. Provide preferential seating.

4. Design tests and presentations that are appropriate for the

learner
5. Reduce the amount of background noise in the
classroom.

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Accommodation

Regular Classroom Speech Modification (depends

child’s needs / area for improvement)
6. Devise alternate procedures for an activity with the
learner.
7. Reinforce every little achievements.
8. Use tactile / visual cues.
9. Discuss concerns with speech pathologist, if needed.
10. Monitor / evaluate Child Progress

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Strategies / Interventions

Naturalistic Intervention –"Milieu

teaching approach" ( 2006, Kaiser and Grim)
Strategies or interventions
-Resembles normal conversational
interchanges that follow the learners
“attentional lead”
-Is carried out in the natural environment as
opportunities occur for teaching functional
communication
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Strategies / Interventions

Augmentative and Alternative

Communication (AAC)
Unaided Techniques
- do not require physical aid or device
- eg. Key Word Signing, Body Sign, Touch Cues

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Strategies / Interventions

Augmentative and Alternative

Communication (AAC)
Aided Techniques
- entails the use of simple, low tech or high-tech
electronic equipment or assistive devices
- involves the use of symbol sets and systems

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Other Strategies

Modeling
Work at the learner’s pace
Reinforcement System (motivational)
Paraphrasing
Present only one concept at a time
Provide fun activities / simulations
Redirecting when needed
Have routines day by day
Incorporate the learner’s interests into speech

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Other Strategies

Use books
Reduce noise inside the classroom
Provide verbal clues often
Apply a peer-buddy system when appropriate .
Give the child the chance to lead
Vocabulary attack
Provision of class rules / standards
Make every little activity an opportunity for
language activity

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Other Strategies

Introduce tongue twister / articulation

Music therapy
Adopt some SLP’s Techniques if trained or
accredited to do so like:
* Locate air passage activity
* DO vocal / speech helpers exercises

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Vocal / Speech Helpers

1. Lips – Put your lips together to make

"P", "B", "M", and "W" or just use your
bottom lip when you make "F" and "V".
2. Teeth – Close your teeth to make "S" and
"Z" or put your top teeth on your bottom lip to
make "F" and "V". Your tongue goes between
your teeth for "th" (as in thin) and "TH" (as in
the).

3. Nose – Air flows through your nose to

make "N", "M", and "NG" (as in "sing").
Vocal / Speech Helpers

4. Ridge – Your ridge is right behind your

two front teeth. It's the right spot for "S", "Z",
"L", "T", "D", and "N". 

5. Front Roof – The front-roof is the right

spot for "CH", "J", "SH", and "ZH" (as in
measure).

6. Back Roof – The back-roof is the right

spot for "K", "G", and "R".
Vocal / Speech Helpers

7. Front Tongue – The front of your tongue

is used to make "T", "D", "S", "Z", "Y", "L",
"Ch", "J", "SH", "th", "TH" and "ZH" (as in
measure).

8. Back Tongue – The back of your tongue

is used to make "K", "G", and "R".
Vocal / Speech Helpers

9. Vocal Cords – Your vocal cords vibrate to

make ALL vowels and voiced sounds like "B",
"D", "G", "Z", etc. They don't vibrate for
voiceless sounds like "P", "T", "K", "S", etc.

10. Lungs - Your lungs give you air to make

every sound - especially "H" because it's all
air!
 APPLICATION

Role Play
The participants will be divided into four groups once again ,
with each group to be given a situation that requires the
members to apply what they have learned in the session, by
acting-out.

Given situations would center on the difficulty of the learner

to communicate and how regular-class teachers would help
them , through strategies, interventions and modifications. Each
group would be given a maximum of five minutes to present.

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 APPLICATION

Situation inside the classroom

The following behaviors may indicate that your student has
language difficulty or disorder. What type of intervention or
accommodation would you apply to address the difficulty of the
student:
1.The student mispronounces sounds and words
recurrently.

2.Child uses immature vocabulary , overuses empty

words such as “one” or “ thing” or seems to have
difficulty recalling or finding the right word.
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 APPLICATION

Situation inside the classroom

3. The student has difficulty following directions to
accomplish a task.
4. There are long pauses between the remark of the
teacher and the student’s reply , as if the child is
searching for a response or is confused.

5. The student stutters or make rapid repetitions of

consonant or vowel sounds especially at the beginning of
words, prolongations, hesitations and complete verbal
pauses.
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 4Ps

Practice

Patience

Passion

Progress

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Thank you for
listening!
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