UNIT VII.

LEARNERS WITH DIFFICULTY COMMUNICATING

Introduction

This unit focuses on understanding and supporting students with language and communication
challenges. It covers the identification and characteristics of speech and language impairments, providing
insights into the complexities of these disorders. The module also introduces Augmentative and Alternative
Communication (AAC) systems, which offer vital tools to help learners express themselves effectively.
Furthermore, strategies for creating communication-friendly classrooms are explored, emphasizing the
importance of an inclusive environment that promotes and supports effective communication for all students.
This module equips educators with essential knowledge and techniques to facilitate better learning experiences
for students with communication difficulties.

LESSON 1. LANGUAGE AND COMMUNICATION DISORDERS: SPEECH AND LANGUAGE IMPAIRMENTS

Language and communication are fundamental to learning and development. However, many students
face challenges in these areas due to speech and language impairments. This lesson provides an overview of
these disorders, their types, causes, and implications for learning. Understanding these impairments is essential
for educators in identifying affected students and implementing effective support strategies.

Speech and language disorders refer to problems in communication and related areas such as oral
motor function. These issues can include simple sound substitutions to profound difficulties in understanding or
using language effectively. Speech disorders specifically may involve challenges in producing speech sounds,
problems with voice quality, or difficulties with pitch and volume

Types of Speech and Language Impairments

There are various types of speech and language disorders, each affecting communication in different ways. The
following are common categories:

SPEECH DISORDERS

o Articulation Disorders: Difficulty producing sounds correctly. These challenges can hinder clear
communication and may affect social interactions, leading to frustration and potential social and
academic difficulties.

Examples: Common manifestations include lisping (incorrectly pronouncing the "s" and
"z" sounds) and substituting sounds (like replacing "r" with "w").

o Fluency Disorders: Disruptions in the flow of speech, such as stuttering or cluttering. Fluency
disorders can affect an individual's confidence and ability to participate in conversations, thereby
influencing social relationships and educational experiences.

Stuttering - This is the most recognized form of fluency disorder, characterized by

repetitions, prolongations, or blocks in speech, causing interruptions in communication.
Cluttering - This is another form that leads to rapid or jumbled speech, making it
challenging for others to understand the speaker.

o Voice Disorders: Problems with the pitch, volume, or quality of the voice. These difficulties can
interfere with effective communication in both personal and professional settings and can affect
self-esteem and social interactions.

Individuals may experience hoarseness (a rough quality), hypernasality (excessive nasal

resonance), or an overall change in voice characteristics that makes it difficult to
communicate.

LANGUAGE DISORDERS

o Expressive Language Disorder

Difficulty conveying or expressing information verbally (e.g., limited vocabulary or difficulty

forming sentences).
Individuals may exhibit a limited vocabulary, have difficulty forming complete sentences,
or struggle to organize their thoughts coherently. These difficulties can affect both spoken
and written communication.
 This disorder can lead to frustration and social isolation, as individuals may find it hard to
share their thoughts, feelings, and ideas effectively.

o Receptive Language Disorder

Difficulty understanding or processing language, affecting the ability to follow instructions

or comprehend spoken language.
Those affected may struggle to process verbal instructions, follow conversations, or
understand the meanings of words and phrases. They may also have trouble grasping
nuances in language, such as sarcasm or idiomatic expressions.
This disorder can result in challenges in everyday interactions and hinder academic
performance, as comprehending information is crucial in learning environments.

o Mixed Receptive-Expressive Language Disorder

A combination of difficulties in both understanding and expressing language.

Children and adults with this disorder may have trouble understanding spoken language
as well as expressing themselves through speech or writing. Common challenges include
difficulty organizing thoughts, using proper grammar, and responding to questions.
The combination of these challenges can significantly affect social interactions, academic
achievement, and overall quality of life. Children with this disorder may struggle with
schoolwork and building friendships, while adults may face hurdles in professional and
social settings.

CAUSES OF SPEECH AND LANGUAGE IMPAIRMENTS

Speech and language impairments can result from various factors.

1. Developmental Delays

Developmental delays in speech and language skills can arise when children are unable to
acquire language competencies typical for their age. Such delays might manifest in limited
vocabulary or difficulties in structuring sentences. An estimated one in five children may learn to
speak or use words later than others, indicating that language delay is a common developmental
issue.

2. Neurological Disorders
Conditions like cerebral palsy, traumatic brain injury, and autism spectrum disorder can adversely
affect speech and language abilities. These disorders may impair muscle function and control
necessary for effective communication, leading to a variety of speech difficulties. Children with
such conditions might display both expressive and receptive language challenges, impacting their
overall communication skills.
3. Hearing Loss
Hearing loss is a significant factor influencing language acquisition and speech development.
Children with hearing difficulties often struggle with accessing sounds essential for learning to
talk. Research indicates that children with any level of hearing loss typically develop a smaller
vocabulary and may communicate using shorter, simpler sentences compared to their peers with
normal hearing.
4. Genetic Factors
Genetic factors also play a role in the predisposition to certain speech and language disorders.
Some research has identified over 400 genes linked to hearing loss, which can subsequently
affect speech and language development. These hereditary components may lead to familial
patterns of speech and language difficulties, reinforcing the need for awareness of genetic
predispositions.
5. Environmental Factors
The environment in which a child is raised is crucial for language development. A lack of exposure
to a language-rich environment can severely impede skill acquisition. Children raised in settings
with minimal verbal interaction or those who experience neglect may show significant delays in
their ability to understand and use language effectively.

IDENTIFICATION AND DIAGNOSIS

Early identification of speech and language impairments is essential for ensuring that children
receive the necessary support to enhance their communication skills. Educators play a vital role
in this process by being vigilant about developmental milestones in communication and watching
for signs that may indicate delays or difficulties.
Signs of Speech and Language Impairments

Difficulty Producing Certain Sounds or Words - Children may struggle with articulation,
making it hard for others to understand them. This can manifest as mispronounced words or the
inability to clearly produce specific sounds.
Limited Vocabulary for the Child’s Age - A restricted range of words and expressions can
indicate a delay in expressive language skills. Children should be able to communicate basic
needs and ideas appropriate for their developmental stage, and deviations from this can signal a
concern.
Difficulty Following Directions or Understanding Questions Children who have trouble
comprehending verbal instructions or responding to questions may be experiencing delays in
receptive language. This issue can affect their ability to participate in classroom activities and
social interactions.

LESSON 2. AUGMENTATIVE AND ALTERNATIVE COMMUNICATION (AAC) SYSTEMS

Communication is a fundamental human right, but for some learners with severe speech and language
impairments, traditional methods of communication may be difficult or impossible. Augmentative and Alternative
Communication (AAC) systems offer these learners effective tools to express themselves, interact with others,
and engage in learning. This lesson introduces AAC systems, their types, benefits, and how they can be
integrated into the classroom to support students with communication challenges.

What are AAC Systems?

Augmentative and Alternative Communication (AAC) systems refer to various methods, devices,
and strategies that assist individuals who have difficulty communicating through speech alone.
AAC enhances or replaces spoken communication, allowing individuals to express their thoughts,
needs, and emotions. AAC systems can be used temporarily, such as during the recovery of
speech after an injury, or as a long-term solution for those with permanent communication
impairments.

TYPES OF AAC SYSTEMS

AAC systems are typically categorized into two types: unaided and aided communication systems.

UNAIDED AAC SYSTEMS

These systems do not require external tools or devices. These methods are considered "no-tech"
systems as they rely entirely on human capabilities and do not necessitate any supplemental
materials or equipment. This flexibility makes unaided AAC a convenient option in many scenarios
where physical tools may not be available or practical. Instead, they rely on body movements and
gestures to convey messages, such as:

1. Gestures
 Using hand movements or body language to communicate (e.g., pointing,
waving).
2. Sign Language
 A fully developed language system that uses hand signs and facial
expressions.
3. Facial Expressions and Eye Gaze
 Communicating emotions, approval, or needs through facial movements or eye
direction.

AIDED AAC SYSTEMS

These systems involve the use of external tools or devices to help individuals communicate. Aided
systems can range from low-tech to high-tech:

1. Low-Tech AAC - Low-tech AAC systems consist of simple tools that do not require
electronics. They are often more accessible and can be easily customized for individual
users. Examples include:
 Picture Boards -- Using images or symbols to represent words or concepts.
 Communication Books - A collection of symbols, pictures, or words that
individuals can point to in order to communicate.
 2. High-Tech AAC: Electronic devices that assist with communication, such as:

 Speech-Generating Devices (SGDs) ----Devices that produce speech when a

user selects symbols, pictures, or words.
 Text-to-Speech Devices ---Tools that convert typed text into spoken words, often
used by individuals with motor disabilities who can type but not speak.
 Apps on Tablets or Computers ----There are many applications designed to
facilitate communication through touch screens, offering both symbols and text-to-
speech capabilities.

BENEFITS OF AAC SYSTEMS

1) AAC allows individuals to express themselves clearly, even if they cannot speak. This reduces
frustration and enhances their ability to participate in daily interactions.
2) AAC systems give users the ability to convey their needs and desires, leading to greater
independence in school, home, and social settings.
3) AAC tools can support academic learning by helping students express their understanding, ask
questions, and participate in classroom activities.
4) AAC systems help individuals engage in social interactions, build relationships, and express their
emotions, contributing to a greater sense of belonging and self-esteem.

LESSON 3. CREATING COMMUNICATION-FRIENDLY CLASSROOMS AND SUPPORTING EFFECTIVE

COMMUNICATION
A communication-friendly classroom fosters an environment where all students, regardless of their
communication abilities, can actively engage and express themselves. This is especially important for learners
with speech and language impairments. By creating a classroom that supports effective communication,
educators can promote inclusion, build confidence, and enhance academic and social development for all
students. This lesson explores strategies for designing communication-friendly classrooms, ensuring
accessibility, and supporting the diverse communication needs of students.
Importance of a Communication-Friendly Classroom
Effective communication is essential for learning, social interaction, and emotional expression. In a
communication-friendly classroom, barriers to communication are minimized, and students are provided with
multiple avenues to express themselves. Such an environment:
Ensures that all students, including those with communication difficulties, can participate fully in
learning activities.
Facilitates better understanding and retention of material by providing clear communication tools
and strategies.
Encourages peer interactions, cooperative learning, and relationship-building through accessible
communication.
Minimizes communication barriers that can lead to frustration, behavioral issues, or social
withdrawal.
Elements of a Communication-Friendly Classroom
Creating a communication-friendly classroom involves several key elements that support and enhance students'
communication skills:
Accessible Communication Tools - Providing a range of communication tools ensures that all students can
express themselves. These tools may include:
Posters, charts, symbols, and picture boards that help students understand instructions, routines, and
academic content.
Speech-generating devices, tablets with communication apps, or other digital tools that assist students
with limited verbal abilities.
Encouraging the use of sign language, gestures, or other forms of nonverbal communication in the
classroom.
Establishing predictable routines helps students understand classroom expectations and reduces
communication barriers. Visual schedules, step-by-step guides, and task checklists are useful tools for
reinforcing these routines.
Physical Layout of the Classroom - The arrangement of furniture and materials in the classroom can either
support or hinder communication. A communication-friendly classroom should:
 Ensure that students can easily access communication tools, resources, and peers. Avoid clutter or
barriers that may limit movement or visual contact.
Arrange desks or seating in a way that encourages group discussions and peer interactions (e.g., circle
time or group tables).
Some students may need a calm, quiet space to communicate effectively without distractions, especially
those with sensory sensitivities.
Multiple Modes of Communication - Encourage the use of various communication methods in the classroom,
including:
Speaking and listening during discussions or Q&A sessions.
Allowing students to write or type their responses when verbal communication is challenging.
Using pictures, gestures, or AAC devices to support communication
Promoting collaboration and peer-assisted learning to reinforce social and communication skills.

Implementing AAC in the Classroom

Creating an AAC-friendly classroom requires thoughtful planning and ongoing support to ensure the successful
use of communication tools.

Educators should receive training on how to use AAC systems effectively and collaborate with SLPs,
special educators, and families to create consistent communication support for the student.
AAC should be integrated into all classroom activities, not limited to specific times or subjects. For
example, during circle time, students can use picture boards or communication devices to share their
thoughts or answer questions.
Display visual aids, symbols, or picture boards around the classroom to encourage the use of AAC.
Label classroom items with words and images to reinforce language and communication development.
Teachers and peers can model the use of AAC by using the system themselves during interactions with
the student. This reinforces the idea that AAC is a normal part of communication and encourages the
student to use it regularly.
Students using AAC may need more time to select symbols or type words. It’s important to be patient
and allow them the opportunity to fully participate in conversations and activities.

Strategies to Support Effective Communication in the Classroom

To support effective communication, teachers need to implement a variety of strategies that cater to the
diverse needs of their students. These strategies include:

1) Modeling Communication

Break down instructions into small, manageable steps. Avoid complex vocabulary and long
sentences.
Ensure that all students can follow along, especially those with receptive language difficulties.
Supplement spoken instructions with visual aids like pictures, diagrams, or written directions to
reinforce understanding.

2) Encouraging Student Expression

Instead of open-ended questions, offer choices so students can respond with minimal language
(e.g., "Do you want to read or draw?").
Recognize and value communication in all forms, including gestures, pictures, or AAC systems.
Some students need more time to process and respond. Be patient and give them the time they
need without rushing.

3) Fostering Peer Support and Interaction

Encourage students to work together in pairs or small groups, ensuring that students with
communication challenges are paired with supportive peers.
Educate students about the importance of active listening and respecting others' communication
styles.
Create classroom discussions where all students, regardless of their communication abilities,
have the opportunity to participate.

4) Adapting Curriculum Materials

Modify reading materials, worksheets, or instructions to make them more accessible.

 Incorporate pictures, symbols, or videos to support content comprehension.
For students who use AAC devices, incorporate their communication systems into
classroom activities and lessons.

REFERENCES

Communication / Speech / Language Disorders. (2024). kennedykrieger.org.

https://www.kennedykrieger.org/patient-care/conditions/communication-speech-language-disorders
Language Disorders in Children | Types, Causes & Treatment. (2024). cincinnatichildrens.org.
https://www.cincinnatichildrens.org/health/l/language-disorder
parentctrhub. (2024). Speech and Language Impairments - Center for Parent Information and Resources. Center
for Parent Information and Resources. https://www.parentcenterhub.org/speechlanguage/
Speech and Language Disorders Factsheet (for Schools) (for Parents). (2024). kidshealth.org.
https://kidshealth.org/en/parents/speech-language-factsheet.html