TAYABAS WESTERN ACADEMY

Founded 1928
Candelaria, Quezon

Self-Learning Module

Name of Jeffrey F. Loria Instructor Jessie V. Vasquez

Student:
Department College of Education Course/Year BSED III-Filipino
Module No. 11 Units 3 units
Duration Week 11 Days(Time) TTHS (7:30-8:30)
Date Subject Code
Submitted
Description Foundation of Education and Inclusive Special Education
Topic Students with Special and Language Disorders

Guidelines/Directions:
1. This self- learning module will be uploaded on the created Facebook group every
Monday of the week until 8:30 in the evening. This can also be distributed through
your thumb drive. Printed learning materials will also be given to the students who
would like to have.
2. Links/videos mentioned in this module are all downloaded and can be found on your
thumb drive.
3. For those who have their Facebook account and reliable internet connection,
send/upload your accomplished activities on the Facebook group created by your
instructor.
4. For those who can’t submit their work on the Facebook group, do all the written
activities in 1 whole sheet of yellow paper while the video presentations will be
submitted using your thumb drive.
5. Submission will be every Saturday of the week or as agreed in our GC.
6. For inquiries or clarifications, message me at 09178553051.

Introduction
Teachers and students communicate their thoughts and ideas with one another when
discussing the lessons, eliciting answers to questions, expressing one’s thinking and feeling
about the topics or personal experiences. Students know that their responses are correct when the
teacher nods, smiles, thumbs up or puts on a satisfied facial expression. We spend long hours
chatting with our friends on the phone, sending text messages, e-mail or letters written the
traditional way. There are times when we prefer to sit quietly in a place, inside the church,
perhaps, or in the privacy of our bedroom just so we can think or meditate. The process of
communication takes place every minute of our waking hours.

Learning Targets
At the end of this week, the students are expected to:
1. Define the terms communication, speech and language and explain how they relate to
each other;
2. Enumerate and define the processes involved in speech production;
3. Enumerate and define the elements of language;
4. Enumerate and describe the milestones in language development;
5. Enumerate and describe voice disorders, articulation disorders and fluency disorders;
6. Enumerate, define and give examples of the components of language;
7. Enumerate and define types of language disorders;

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 8. Identify and describe the criteria for a communication disorder;
9. Name and describe the causes of communication disorder;
10. Describe the assessment procedures in determining the presence of speech and language
disorders;
11. Enumerate and describe the special education programs for students with speech and
language disorders;
12. Describe the classroom management techniques to maximize learning of children with
speech and language disorders in a regular classroom; and
13. Develop positive attitudes towards people who are deaf and hard of hearing.

Engage
Activity 1: (What do you think?)
Define the terms communication, speech and language and explain how they relate to each other
Communication
Communication is the exchange of information, ideas, needs, and desires between
two or more persons and/or communication is giving, receiving or exchanging ideas,
information, signals or messages through appropriate media, enabling individuals or
groups to persuade, to seek information, to give information or to express emotions.

Speech
Speech is the actual behavior of producing a language code by making
appropriate vocal sound patterns. It is the neuromuscular act of producing sounds that are
used in language. Additionally, speech is the most effective and efficient method of
expressing language.

Language
Language is the principal method of human communication, consisting of words
used in a structured and conventional way and conveyed by speech, writing, or gesture.
In addition, it is a system of communication used by a particular country or community.

Communication, speech and language are related to each other, why? Because
speech is specifically a verbal means of communicating. This distinguishes it from non-
verbal forms of communicating such as written communication or body language. Speech
involves the vocalizing of speech sounds called phonemes and every language has
specific phonemes that make of sounds for that language.

Explore
Activity 2:

WHAT ARE THE BASIC CONCEPTS OF COMMUNICATION, SPEECH AND

LANGUAGE?
(Share it here!)

The concepts of communication, speech, and language are interrelated. Speech and
language are the key concepts 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.

Explain
Read the discussion on book on pages (224-239).

Activity 3:
For further information watch and understand the video about Students with
Special and Language Disorders. You can watch it using this link:

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 https://www.youtube.com/watch?v=MNYAb7VimC8

Extend/Elaborate
Activity 4:
Find out how much you have learned about speech and language disorders by answering
the following questions:

1. What are the two categories of communication disorders?

There are three categories of these disorders based on the book. These are the disorders in
speech, language and those that result from hearing disorder. The disorders in speech are voice
or phonation and resonance disorders. The language disorders come in the form of delayed
language, aphasia and related disorders. While the communicative disorders that result from
damages to the hearing mechanism are caused by conductive hearing loss, sensorineural hearing
loss, auditory nerve and central auditory nervous system hearing loss and functional hearing loss.

2. Define speech and language disorders.

A speech disorder is a condition in which a person has problems creating or forming the
speech sounds needed to communicate with others. This can make the child’s speech difficult to
understand. Common speech disorders are articulation disorders and phonological disorders.
Meanwhile, language disorders are disorders that involve the processing of linguistic
information. Problems that may be experienced can involve grammar (syntax and/or
morphology) semantic (meaning), or other aspects of language. Additionally, people with
language disorders have difficulty expressing themselves and understanding what others are
saying. This is unrelated to hearing problems. Language disorder, formerly known as receptive-
expressive language disorder is common in young children.

3. Enumerate the categories of speech disorders and give an example of each.

There are three categories of speech disorders; these are as follows:
1. Voice disorders
Voice disorders affect the ability to speak normally. These disorders can include
laryngitis, paralyzed vocal cords, and a nerve problem that causes the vocal cords
to spasm. Your voice may quiver, be hoarse, or sound strained or choppy. You
may have pain or a lump in your throat when speaking.

2. Articulation disorders
A speech disorder involving difficulties in articulating specific types of sounds.
Articulation disorders often involve substitution of one sound for another, slurring
of speech, or indistinct speech. The treatment on this disorders is speech therapy.
Example of this disorders are include substituting one sound for another (e.g.,
saying wed for red), or leaving out sounds (e.g., nana instead of banana).

3. Fluency disorders
A fluency disorder is an interruption in the flow of speaking characterized by
atypical rate, rhythm, and disfluencies (e.g., repetitions of sounds, syllables,
words, and phrases; sound prolongations; and blocks), which may also be
accompanied by excessive tension, speaking avoidance, struggle behaviors and
etc.

4. How is language different from speech?

We often hear the words speech and language used interchangeably. They might mean
the same thing when we are talking casually about communication but they have very different
meanings. Speech refers to the actual sound of spoken language. It’s oral form of
communicating. Speech is talking using the muscles of the tongue, lips, jaw, and vocal tract in a
very precise and coordinated way to produce the recognizable sounds that make up language.
While the language refers to a whole system of words and symbols-written, spoken, or expressed
with gestures and body language that is used to communicate meaning.

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5. Differentiate expressive from receptive language.
Children with receptive language deficits have difficulty in communicating their ideas as
shown in the inability to express or verbalize their thoughts, respond to questions, retain and
retrieve or recall information and difficulties in activities that require abstraction. Meanwhile the
areas of deficit in expressive language include difficulties in grammar, syntax, fluency, and
vocabulary. There are instances when a child has better receptive than expressive skills.

6. What are the five rules and must be learned for a successful language acquisition?
The five rules and must be learned for a successful language acquisition are as follows:
1. Phonology
 Refers to the linguistic rules governing a language’s sound system. The rules
describe how sounds sequenced and combined.
2. Morphology
 Refers to the way the basic units of meaning are combines into words.
3. Syntax
 Is the system of rules governing the meaningful arrangements of words into
sentences. The rules of syntax are specific to a particular language. The rules
specify relations among the subject, verb, and object.
4. Semantics
 Is a system of rules that related phonology and syntax to meaning. Sometimes
describes how people use language to convey meaning. The language model
refers to semantics as the content of the language that allows its expression and
understanding.
5. Pragmatics
 Is a set of rules governing how language is used. There are three kinds of
pragmatic skills: these are using language to achieve various communicative
functions and goals, using information from the conversational context, and
knowing how to uses conversational skills effectively. The language model refers
to pragmatics as the use of language.

7. Cite on a developmental milestone in language and speech at a particular stage of a child’s

development.
The developmental milestone in language and speech at a particular stage of a child’s
development are as follows:
 Birth to six months
o First form communication is crying babbling.
o Babies make sounds such as gurgles and coos.
o Vowels sounds are produced and etc.
 6-12 months
o The baby’s voice begins to rise and fall while making sounds.
o Child begins to understand certain words.
o Child may respond appropriately to the word no.
o Child may perform action when asked.
o Child may repeat words said by others.
 12-18 months
o Child has learned to say several words with meaning.
o Child is able to tell what he or she wants by pointing.
o Child responds to simple commands.
 18-24 months
o They can use speech at this stage.
o Child begins to combine words.
o Child begins to form words into short sentences.
 2-3 years
o The child talks at this stage.

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 o They can ask questions.
o They have vocabulary of about 900 words.
o They can participate in small conversation, identify colors, use plurals, and they
can tell simple stories.
o They begin to use consonants sounds.
 3-4 years
o Child begins to speak rapidly.
o Child begins to ask questions to obtain information.
o Sentences are longer and more varied.
o They can complete simple analogies.
 4-5 years
o Child has an average vocabulary of over 1,500 words.
o They can make sentences average 5 words in length.
o Child is able to modify speech, and define words.
o They can use conjunctions, recite poems and sing songs from memory.

8. Describe one kind of communication disorders.

Language disorder
Language disorders are disorders involving the transmission of linguistic information.
Grammar (syntax and/or morphology) problems, as well as semantic (meaning) and other facets
of language, can be encountered. Language disabilities often make it impossible for people to
articulate themselves and hear what others are doing/ saying. Children with a language
impairment have difficulty comprehending and speaking. This has nothing to do with hearing
issues. In young children, language disorder, formerly known as receptive-expressive language
disorder, is normal.

9. Discuss an ideal educational placement for a child with communication disorder.

The ideal educational placement for a child with communication disorder are as follows:
 The child with speech and language disorders is kept in the regular classroom as much as
possible.
 Inclusion encourages immediate intervention as the teacher corrects the child’s
mispronunciation.
 Inclusion minimizes the isolation of the children from speech environments and social
development. Classroom management provides for preferential seating arrangement,
minimum distractions and opportunities for interaction.
 The child works with the special education teacher or speech pathologist for speech
habilitation.

10. Justify the importance of the family’s participation in the educational program of a child with
a communication disorder.
The important role of parents in education programs are as follows:
1. Parents Contribute Significantly
Parents and guardians are the only ones who really understand their offspring.
They know everything there is to know about a child's physical, psychological,
behavioral, and family backgrounds. The only adults in the school process who have been
and will continue to be actively involved are parents.

2. Parents Know Their Children Best

Although children spend almost six hours a day at kindergarten, they only receive
a few minutes of a teacher's undivided attention in a classroom. Parents should work side
by side with their children on homework and other academic tasks over long periods of
time. Parents may be the only people who pay attention to their children's work and
solicit input from them.

3. Parents Provide Vital Insight

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 Transition sessions are held to talk about moving from one grade level to the next.
Just the parent is present with the child through these critical school and life changes. At
any transition, parents' feedback will help ensure that the right programs and resources
are in place.

4. Parents Are Their Child's Best Advocate

How can you advocate for your child?
 Where possible, communicate with teachers and other professionals in
writing, and keep copies of all messages. Hopefully, you will not need to
consult any of these documents again, so if you do, you will have them in
black and white.
 Maintain meticulous records on your child's educational progress, including
all testing and IEP studies. Find a method to file these carefully so that you
can access them quickly if necessary.
 Learn as much as you can about their disability.
 Observe your child's learning styles. Despite the specialized tests which
attempt to discern how children learn best, parents are in the best position to
watch this in action every single day.

Evaluate
Activity 5:
Reflection and Application of Learning

1. Think of a people you know who have speech and language disorders. Try to explain their
communication problems by referring to the parts in the chapter.
I had a friend in Senior High School who had difficulty communicating. We can't
understand him as he talks in a complicated manner. Many people wonder if he was included in
our class, and others argue that he might have been classified as a Special Education student. He
was always judged and cursed, but I admired him because he was adamant about studying and
finishing school. He eventually joined us on stage and got a standing ovation.

2. Recall the times when you abused your voice. What were the results? What lessons did you
learn from such experiences?
I enjoy sweet and cold foods, and I like cold water, particularly when the weather is hot.
But my throat hurts all the time, and I have tonsillitis before I lose my voice. I went to school
hoarse, and it was difficult for me to communicate because they didn't hear me well. I drank
lukewarm water with ginger when I got home and its effective. This experience has taught me a
lot. I need to cut down on sugar and frozen meals, and I need to take care of my voice, which is
my primary means of communicating my opinions and suggestions to others. Drinking organic
leaves is how I take control of my voice.

3. Interview your grandparents and other old people regarding certain beliefs on how to cure sore
throats, hoarse voice and similar ailments. Compare them to the effects of medicines that are
advertised on TV. Make a stand on the wisdom of the old cure versus what the present
advertisements claim.
When my throat hurts and I'm hoarse, I ask my parents what drug they take. They advised
drinking hot water with salt or ginger, lagundi leaves or oregano, and massaging the neck with
the oinment if they had a cough. In the advert, the medication is either strepsils or neozep.
However, based on my own experience, I believe that organic leaves, or leaves grown according
to my parents' values, are more powerful than commercial medicine.

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