UNDERSTANDING

STUDENTS WITH
COMMUNICATION
DISORDER
Vania (01669220004)
Francisca Karunia Y (01669220005)

Sumber: Buku Execptional Lives Special Education in Today's School - Chapter 6

 INTRODUCTION
Kylie, age eleven and in fourth grade, and Joey, age eight and in second grade, attend
their neighborhood school.
They are, however, quite unlike their peers in other ways.
Unlike many of their peers, both use a variety of alternative and augmentative
communication tools to assist their communication.
What should the parents do to satisfy Kylie’s and Joey’s need to communicate?

Step 1: Get Help

Step 2: Provide Intensive Intervention.
Step 3: Assemble a Team.
Step 4: Expect Great Results and Celebrate Them.
Step 5: Face the Challenges.
 DEFINING COMMUNICATION
DISORDERS
COMMUNICATION ENTAILS RECEIVING, UNDERSTANDING, AND EXPRESSING INFORMATION,
FEELINGS, AND IDEAS. WE PARTICIPATE IN MANY COMMUNICATIVE INTERACTIONS EACH DAY.
ALTHOUGH WE USUALLY COMMUNICATE THROUGH SPEECH, WE ALSO COMMUNICATE IN
OTHER WAYS. SOME PEOPLE COMMUNICATE MANUALLY, USING SIGN LANGUAGE AND/OR
GESTURES.
A STUDENT WITH A COMMUNICATION DISORDER CAN ENCOUNTER CHALLENGES WITH
CLASSROOM ACTIVITIES, SOCIAL INTERACTIONS, INSTRUCTIONAL DISCOURSE EXCHANGES,
ACQUISITION OF KNOWLEDGE AND LANGUAGE, AND THE DEVELOPMENT OF LITERACY SKILLS.
 DEFINING COMMUNICATION
DISORDERS
STUDENTS FROM DIFFERENT CULTURAL BACKGROUNDS MAY HAVE SPEECH
OR LANGUAGE DIFFERENCES THAT AFFECT THEIR PARTICIPATION IN THE
CLASSROOM.
SOME STUDENTS ARE BILINGUAL, WHILE OTHERS HAVE DIALECTICAL
DIFFERENCES OR ACCENTS. AN ACCENT IS A PHONETIC TRAIT CARRIED FROM A
FIRST LANGUAGE TO THE SECOND (AMERICAN SPEECH LANGUAGE-HEARING
ASSOCIATION, 2007A).
 DESCRIBING THE
CHARACTERISTICS
Speech is the oral expression of language. This expression occurs when a person produces sounds
and syllables. As a person pushes air from the lungs, the muscles in the larynx move the vocal
folds, producing sounds.

Language is a structured, shared, rule-governed, symbolic system for communicating. The five
components of our language system are phonology (sound system), morphology (word forms),
syntax (word order and sentence structure), semantics (word and sentence meanings), and
pragmatics (social use of language).

Phonology is the use of sounds to make meaningful syllables and words.

Morphology is the system that governs the structure of words.
Syntax provides rules for putting together a series of words to form sentences.
Semantics refers to the meaning of what is expressed.
Pragmatics refers to the use of communication in contexts.
 DESCRIBING THE
CHARACTERISTICS
SOCIAL INTERACTION THEORIES EMPHASIZE THAT COMMUNICATION SKILLS ARE LEARNED THROUGH
SOCIAL INTERACTIONS. THE PHILOSOPHER LEV VYGOTSKY ARGUES THAT CHILDREN DEVELOP BY
SUPPLEMENTING THEIR INDEPENDENT PROBLEM-SOLVING ABILITIES WITH ADULT GUIDANCE OR PEER
COLLABORATION. CHILDREN LEARN BY DOING AND FROM INTERACTING WITH THEIR MORE
EXPERIENCED PARTNERS.

SPEECH DISORDERS INCLUDE DISORDERS OF ARTICULATION, VOICE, AND FLUENCY (RATE AND RHYTHM
OF SPEECH). THESE DISORDERS CAN OCCUR ALONE, IN COMBINATION, OR IN CONJUNCTION WITH
OTHER DISORDERS.

ARTICULATION IS A SPEAKER’S PRODUCTION OF INDIVIDUAL OR SEQUENCED SOUNDS. AN ARTICULATION

DISORDER OCCURS WHEN THE CHILD CANNOT CORRECTLY PRODUCE THE VARIOUS SOUNDS AND
SOUND COMBINATIONS OF SPEECH.
 DESCRIBING THE
CHARACTERISTICS
DISTORTIONS ARE MODIFICATIONS OF THE PRODUCTION OF A PHONEME IN A WORD; A LISTENER GETS THE
SENSE THAT THE SOUND IS BEING PRODUCED, BUT IT SEEMS DISTORTED. CHILDREN OFTEN ARE IDENTIFIED
IN EARLY CHILDHOOD SETTINGS THROUGH SCHOOL-BASED SPEECH-LANGUAGE SCREENINGS.

APRAXIA IS A MOTOR SPEECH DISORDER THAT AFFECTS THE WAY IN WHICH A STUDENT PLANS TO
PRODUCE SPEECH. APRAXIA CAN BE ACQUIRED AS THE RESULT OF A TRAUMA SUCH AS A STROKE, A TUMOR,
OR A HEAD INJURY, OR WITH OTHER DISORDERS. APRAXIA CAN ALSO OCCUR EARLY IN LIFE IN ISOLATION
WITHOUT TRAUMA OR OTHER DISORDERS.

STUDENTS WITH APRAXIA MAY BE ABLE TO SAY THE INDIVIDUAL SOUNDS REQUIRED FOR SPEECH IN
ISOLATION OR SYLLABLES, BUT THEY CANNOT PRODUCE THEM IN LONGER WORDS AND SENTENCES. THEY
MAY BE ABLE TO SAY SOUNDS AND WORDS CORRECTLY WHEN THERE IS NO PRESSURE OR REQUEST TO DO
SO BUT NOT WHEN THERE IS. STUDENTS WITH APRAXIA NEED FREQUENT THERAPY THAT FOCUSES ON
REPETITION, SOUND SEQUENCING, AND MOVEMENT PATTERNS.
 DESCRIBING THE
CHARACTERISTICS
Voice Disorders. Each person has a unique voice. This voice reflects the interactive
relationship of pitch, duration, intensity, resonance, and vocal quality. Pitch is determined
by the rate of vibration in the vocal folds; men tend to have lower-pitched voices than
women do.

Intensity (loudness or softness) is based on the perception of the listener and is determined
by the air pressure coming from the lungs through the vocal folds.

Resonance, the perceived quality of someone’s voice, is determined by the way in which
the tone coming from the vocal folds is modified by the spaces of the throat, mouth, and
nose.

Fluency Disorders. Normal speech requires correct articulation, vocal quality, and fluency
(rate and rhythm of speaking). Fluent speech is smooth, flows well, and appears to be
effortless. Fluency problems are characterized by interruptions in the flow of speaking, such
as atypical rate or rhythm, as well as repetitions of sounds, syllables, words, and phrases.
 DESCRIBING THE CHARACTERISTICS
LANGUAGE IMPAIRMENTS
PHONOLOGY: STUDENTS WITH PHONOLOGICAL DISORDERS MAY BE UNABLE TO DISCRIMINATE BETWEEN DIFFERENCES IN
SPEECH SOUNDS OR SOUND SEGMENTS THAT SIGNIFY DIFFERENCES IN WORDS.

MORPHOLOGY. CHILDREN WITH MORPHOLOGICAL DIFFICULTIES HAVE PROBLEMS USING THE STRUCTURE OF WORDS TO
GET OR GIVE INFORMATION.

SYNTAX: SYNTACTICAL ERRORS ARE THOSE INVOLVING WORD ORDER, SUCH AS ORDERING WORDS IN A MANNER THAT DOES
NOT CONVEY MEANING TO THE LISTENERS.

SEMANTICS. CHILDREN WHO EXPERIENCE DIFFICULTY USING WORDS SINGLY OR TOGETHER IN SENTENCES MAY HAVE
SEMANTIC DISORDERS.

PRAGMATIC SKILLS INCLUDE ADAPTING COMMUNICATION TO VARIED SITUATIONS, OBTAINING AND MAINTAINING EYE
CONTACT, USING APPROPRIATE BODY LANGUAGE, MAINTAINING A TOPIC, AND TAKING TURNS IN CONVERSATIONS.
 DETERMINING THE CAUSES
There are two types of speech and language disorders, each
classified according to its cause: (1) organic disorders, those
caused by an identifiable problem in the neuromuscular mechanism
of the person; and (2) functional disorders, those with no
identifiable organic or neurological cause.
 EVALUATING STUDENTS
WITH COMMUNICATION DISORDERS
Under IDEA, a speech or language impairment is a
communication disorder adversely affects a child’s educational
performance
Educators, early intervention specialists, and speech-language
therapists try to meet the physical, cognitive, communication,
social, or emotional and adaptive needs of infants ages (0-12
months) and toddlers ages (12 - 36 months) birth through two
and young children ages three through five who have
communication disorders
During interventions, after a referral for an assessment, or both,
the speechlanguage pathologist gathers information from many
sources
 SPEECH ASSESMENTS
Speech assessments determine the presence of
articulation, voice, or fluency problems

Articulations Voice Fluency

 LANGUAGE ASSESMENTS
Language assessments focus on specific components of language such as
phonology, semantics, morphology, syntax, pragmatics, and overall
expressive and/or receptive language.

Multicultural Considerations: unbiased evaluation is diffi cult for a student

who is bilingual (uses two languages equally well) or bidialectal (uses two
variations of a language) or for whom language dominance (the primary
language of the student) is diffi cult to determine
To assess such a student, the SLP (Speech Languange Pathologist) should
not merely translate test items into the child’s primary language. The SLP
must determine whether a bilingual student should be tested in the
student’s fi rst language or in English
 DESIGNING AN
APPROPRIATE IEP
Partnering for Special Education and Related Services
Collaboration is critical when planning and providing services for students
with communication disorders. Communication occurs throughout the day, so
it is important for everyone who works with the student to have a good
understanding of how she best understands and/or expresses information.

The American Speech-Language-Hearing Association (2003) has identified

four different
types of activities (called activity clusters) that SLPs use in schools:
 DESIGNING AN
APPROPRIATE IEP
Determining Supplementary AIDS and Services
Assistive technology (AT) includes any piece of equipment, commercial
or hand-made, that assists an individual to perform various functions,
such as communication. One form of AT is an augmentative and
alternative communication (AAC) system

An AAC device contains a set of symbols. A symbol is a visual,

auditory, gestural, and/or tactile representation of a concept
 DESIGNING AN
APPROPRIATE IEP
Planning for Universal Design for Learning
To assist, you can vary the format for relaying the information, such as
by using both audio and text formats, visual representations with verbal
information, graphics, graphic organizers, and controlled vocabulary
 DESIGNING AN
APPROPRIATE IEP
Planning for other Educational Needs
Assistive technology (AT) includes any piece of equipment, commercial
or hand-made, that assists an individual to perform various functions,
such as communication. One form of AT is an augmentative and
alternative communication (AAC) system
 USING EFFECTIVE
INSTRUCTIONAL STRATEGIES

Early Childhood Students: Facilitative Language

Strategies
Elementary and Middle School Students: Graphic
Organizer Modifications
Secondary and Transitional Student: Augmented
Input
 USING EFFECTIVE INSTRUCTIONAL
STRATEGIES: EARLY CHILDHOOD

Most early education programs facilitate language development. Because communication is

social in nature and is learned across all parts of a child’s day, the child’s communication
partners should use strategies to promote his speech and language development
 USING EFFECTIVE INSTRUCTIONAL
STRATEGIES: ELEMENTARY & MIDDLE

Then in the later elementary and middle school years, they work on reading
and writing to learn. Making these transitions difficult for students with
communication disorders
 USING EFFECTIVE INSTRUCTIONAL
STRATEGIES: SECONDARY & TRANSITIONAL

One instructional strategy for modeling how to use AAC is the system for augmenting language
(SAL) (Romski & Sevcik, 1988). SAL focuses on augmented input of language.Using SAL,
communication partners augment their speech by activating the student’s communication device
in naturally occurring communication interactions at home and school and in the community,
encouraging but not requiring the student to use the device
 INCLUDING STUDENTS WITH
COMMUNICATION DISORDERS

According to the U.S.

Department of Education
(2011), 86 percent of the
children who receive speech
and language services spend
80 to 100 percent of their
time in the general education
classroom
ASSESING STUDENTS’
PROGRESS
Measuring Student’s Progress
Making Accomodation for Assesment
 MEASURING STUDENT’S PROGRESS
Progress in the General Curriculum
Consider using a data-based performance modification procedure to monitor
a student’s progress and make decisions about instructional strategies

Progress in Addressing Other Educational Needs

Ecological inventories are another helpful tool for monitoring communication
progress. When you conduct an ecological inventory, your fi rst step is to
collaborate with the
SLP and others to determine what interactions occur within the natural
environment
THANK YOU!