MODULE

6- Learners with Additional Needs

Learners with difficulty Communicating

INTRODUCTION

Communication is very important in everyday life. Teachers

and students communicate their thoughts and ideas with one
another when discussing the lessons, providing answers to
questions, expressing one’s thinking and feeling about the
topics or sharing personal experiences. Students know that
their answers are correct when the teacher nods, smiles,
thumbs up or puts on a satisfied facial expression. Long
hours are spent talking to friends on phone, sending
messages, letters written traditional way. The process of
communication takes place every minute of our waking hours. Every day at home, at
school, at work and in other places where we interact with people the communication
process functions as a means of informing, explaining, and expressing our ideas.
Spoken and written words are the basic means of communication.

LEARNING OUTCOMES
After working through this module you should be able to :
1. Define communication disorder
2. Differentiate speech disorder and language disorder
3. enumerate and describe voice disorders, articulation disorders, and fluency
disorders;
4. describe the assessment procedures in determining the presence of speech and
language disorders.
5. enumerate different teaching strategies for children with communication
disorder.

A. Activate Prior Knowledge

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 Please click the link below and answer the questions

https://www.youtube.com/watch?v=YOzwGL4_vBg

B. Analysis

1. How important is the development of communication skill?

2. What are the barriers in developing communication skills?

3. What are the ways in developing communication skills?

C. Abstraction

Basic Concepts on Communication, Speech and Language

The concepts of communication, speech,

and language are interrelated. Speech and language
are the key components of communication.
Basically, communication takes place when both
the sender and the receiver of the message use
common speech patterns and language. Difficulties
in speech production and lack of language skills
interfere with effective communication.
Nevertheless, these concepts have their respective
definitions, descriptions and uses.

What is Communication, Speech and Language Disorder?

Communication, speech and language disorders refer to problems in communication and

related areas such as oral motor function.

These delays and disorders range from simple sound substitutions to the inability to understand
or use language or use the oral-motor mechanism for functional speech and feeding.

In general, speech and language make communication possible.

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How can we identify the child if there is a problem with communication, speech &
language disorder?
A child’s communication is considered delayed when the child is noticeably
behind his or her peers in the acquisition of speech and/ or language skills.

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 Delays in language development show when the child is behind him or her peers
in the acquisition of speech and language skills. Speech and language disorders are
secondary to disabilities such as ADHD, learning disabilities, autism, schizophrenia,
cerebral palsy, cleft palate and other disorders of the palate, vocal cord injury, and Gilles
de la Tourette syndrome.
Speech and language disorders negatively affect cognitive functioning, social
interaction, and behavior. Children with the disorders manifest significantly low
academic performance as result of concomitant difficulties in organizing ideas,
following directions, recognizing phonemes, producing sounds and finding the right
word for things. As a consequence, these children are reluctant to participate in school
activities. They are perceived to be inattentive.
Difficulty in carrying on a conversation affects social interaction. The children are
reluctant to interact with their peers because of perceived exclusio0n or rejection. They
develop feeling of frustration that causes them to withdraw from social groups.

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How are students with Language Disorders identified?
• Speech- language pathologist (SLP) rely on standardized, norm- referenced tests
etc.
• A family history
• Observational Checklist and teacher report
• Interviews with the student, as appropriate
• Language sample, which is an analysis made of elicited conversational speech
How are students with Speech Disorders Identified?
• Articulation Test- the evaluation of child’s ability to produce speech sounds in
isolation, words, sentences and spontaneous speech
• Fluency evaluation
• Voice evaluation
• Hearing test
• Case history
• Samples of the child’s work except

ACCOMMODATING AND MODIFICATION OF CLASS FOR LEARNERS WITH SPEECH

AND LANGUAGE DISORDER

Learners with speech and language disorders, accommodations and modifications are
essential to help them access the curriculum, participate in classroom activities, and
communicate effectively. Here are examples of both accommodations and modifications
tailored to these learners:

A. ACCOMMODATIONS

1. Communication Support
 Augmentative and Alternative Communication (AAC) devices (e.g., communication
boards, speech-generating devices) to aid non-verbal communication.
 Use of gestures, sign language, or visuals to support expressive and receptive language.
 Allow students to respond using non-verbal means, such as pointing, drawing, or typing
instead of speaking.
2. Extended Time
 Give learners extra time to process spoken instructions or questions and to respond
during class discussions or tests.
 Avoid rushing or pressuring students to speak quickly, allowing for longer pauses in
conversation.

3. Simplified Instructions
 Provide simple, clear instructions and break tasks into smaller steps.
 Use visual aids or written instructions alongside verbal directions to reinforce
understanding.
4. Alternative Presentation of Materials
 Use visual aids (charts, diagrams, pictures) to explain concepts and support verbal
information.
 Incorporate audiobooks or text-to-speech software for reading assignments if
necessary.

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5. Flexible Grouping
 Allow students to work in small groups or with a peer buddy to reduce the stress of
large group discussions.
 Ensure group roles that match the student’s strengths (e.g., being the note-taker or
illustrator rather than the speaker).
6. Non-Verbal Participation Options
 Provide opportunities for students to participate through written responses, pointing to
answers, or using communication boards.
 Allow for non-verbal presentations, such as creating slideshows, drawings, or videos,
instead of oral presentations.
7. Frequent Feedback and Clarification
 Regularly check in with students to ensure they understand instructions and content.
 Use positive reinforcement to build confidence in communication efforts.
8. Modified Test Formats
 Use multiple-choice, true/false, or fill-in-the-blank questions instead of requiring long
oral or written responses.
 Provide the option for students to dictate answers or use speech-to-text tools if writing
is a challenge.
B. MODIFICATIONS
1. Simplified Language in Curriculum Materials
 Modify reading materials to simplify language by reducing complex vocabulary and
sentence structures.
 Use picture-supported text for reading and comprehension tasks to assist learners with
language processing difficulties.
2. Reduced Length of Assignments
 Shorten the required length of written or spoken responses (e.g., instead of writing a full
essay, a student may provide a paragraph or bullet points).
 Reduce the number of questions or tasks on assignments or tests to focus on key
concepts.
3. Alternative Assignments
 Offer alternative assignments that allow students to demonstrate learning in different
ways, such as through drawing, creating models, or using audio recordings instead of
oral or written reports.
4. Modified Expectations for Communication
 Adjust expectations for oral participation in class. For example, rather than requiring
students to give lengthy verbal answers, they might share brief responses or use written
notes to communicate.
 Modify classroom participation by allowing students to communicate in small groups or
with a partner instead of addressing the entire class.
5. Modified Grading Criteria
 Modify grading for oral presentations or written assignments to emphasize content
understanding over the accuracy of speech or grammar.
 Focus on effort and improvement in communication skills rather than comparing to
typical peers.
6. Altered Classroom Environment
 Reduce distractions in the classroom by seating the student in a quiet area or providing
noise-cancelling headphones if necessary.
 Create a communication-friendly space where students can use alternative
communication methods (like AAC devices) without stigma.

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Examples of Accommodations and Modifications in Practice

 Class Participation:
o Accommodation: Allow the student to participate by using a communication
board to point to answers during discussions.
o Modification: Reduce the expectation for oral participation, allowing the student
to present ideas through drawings or written notes.
 Assessments:
o Accommodation: Provide extended time on tests and allow answers to be given
through typed responses or speech-to-text.
o Modification: Modify test questions to focus on key concepts and reduce the
length of written responses required.
 Class Presentations:
o Accommodation: Allow the student to use visual aids, such as a slideshow or
video, to support their oral presentation.
o Modification: Change the requirement from an oral presentation to a pre-
recorded video or a written summary of the project.

These accommodations and modifications ensure that students with speech and language
disorders are able to participate fully in an inclusive learning environment while addressing their
specific communication needs. By providing flexible and supportive learning conditions,
teachers can help these learners achieve success.

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REFERENCES

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Paul, R., Norbury, C. F., & Gosse, C. (2018). Language Disorders from Infancy through
Adolescence: Listening, Speaking, Reading, Writing, and Communicating (5th ed.). Elsevier.

Owens, R. E. (2016). Language Development: An Introduction (9th ed.). Pearson.

Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal Design for Learning: Theory and Practice.
CAST Professional Publishing.

Hall, T. E., Meyer, A., & Rose, D. H. (2012). Universal Design for Learning in the Classroom:
Practical Applications. Guilford Press.

A practical guide on implementing UDL in classrooms, offering strategies to support diverse

learners, including those with communication difficulties.

Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. ASCD.

A foundational text on differentiated instruction, providing strategies to meet the needs of

students with varying abilities, including those with speech and language disorders.

Friend, M., & Bursuck, W. D. (2018). Including Students with Special Needs: A Practical Guide for
Classroom Teachers (8th ed.). Pearson.

This guide focuses on inclusive practices and differentiated instruction strategies to support
students with diverse needs, including speech and language impairments, in general education
classrooms.

Gregory, G. H., & Chapman, C. (2012). Differentiated Instructional Strategies: One Size Doesn't
Fit All. Corwin Press.

This book offers practical strategies for differentiating instruction, addressing how to modify
lessons to support students with speech and language challenges.

These references provide comprehensive strategies for supporting learners with speech and
language disorders through UDL and differentiated instruction approaches.

K.Eileen Allen and Ilene S. Schawrtz, The Exceptional Child. Inclusion in Early Childhood
Education.

Booth, T. and Ainscow, M.(2013). Inclusion: developing learning and participation in schools.

Inciong, T., Quijano, Y., Capulong, Y. & Gregorio, J. (2007). Introduction to Special Education.
Quezon City: Rex Printing Press Company, Inc.

Handbook on Inclusive Education,SPED

https://study.com/academy/lesson/stages-of-oral-language-development.html

https://www.youtube.com/watch?v=JwjAAgGi-90

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