3.
3 : TRENDS AND ISSUES IN
TEACHING LEARNERS WITH
DIFFICULTY SEEING, HEARING, AND
COMMUNICATING
CHAPTER 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING
TEAM GOAL SETTERS
LEARNING OBJECTIVES
01 02
This chapter will focus on
Draw instructional implications some of the findings of
of trends and issues in teaching recent studies concerning
learners with difficulty seeing, teaching learners with
hearing, and communicating communication, language,
speech and sound disorders
INTRODUCTION
Communication as defined by Oxford dictionary is the importing
or exchanging of information by speaking, writing or using some
other medium. It could be in a form of verbal, non - verbal ,
written and visualization.
SECTION 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING
HELPING CHILDREN WITH COMMUNICATION DISORDERS IN DEVELOPING SOCIAL
COMMUNICATION AND REDUCING CHALLENGING BEHAVIOURS
Strategies for children with communication disorders and how
they can develop social communication and reduce challenging
behaviours
Considerations for
collaboration of Peer support
parents, teachers
and service
Communication
providers in initial Modification
planning
01
SECTION 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING
Strategies for Children with Communication Disorders and
How They can Develop Social Communication and Reduce
Challenging Behaviours
Picture
1. Consideration for collaboration of parents, teacher, and service Communication
providers - the use-of
in initial planning thethe Picture Exchange
relationship between
children with communication problems and the adult in their Communication System
lives are crucial in (PECS)can
teaching be helpful
them social in
and emotional skills.
communication between a child with such difficulty and the
target person they want to communicate with.
2. Communication Modification - as children with social Sign Language
communication disorders may not be equipped with
adequate language skills to make positive social interaction
with peers, the use of communication modifications are
suggested.
Voice Output Devices
3. Peer Support - The child can build self confidence, social competence and social communication skills.
SECTION 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING
SOCIAL COGNITIVE STRATEGIES IN HELPING CHILDREN
WITH SOCIAL COMMUNICATION DISORDERS
Moreno-Manso, Garcìa-Baamonde, Blàzquez-Alonso, Pozueco-Romero and Godoy-Merino (2016)
Conducted a research among children in a residential cave who have social communication disorder.
They evaluate their social competence (pragmatics) through the use of language in concrete
communication and social interaction situations, considering various functions or uses, including the
following:
o Greetings and goodbyes why / how
attracting attention making comments showing approval and
This should be aimed at developing functional skills that
disapproval would enable them to have effective social communication (
requesting / giving or refusing permission asking for instructions directly conversational language, requests, narrative skills and
- asking for specific information asking for instructions indirectly and
abstract and figurative language), skills for relating to adults
protesting and for solving interpersonal problems.
asking for confirmation and denial
who / what ( which , whose , what with)
Gregg (2017) and Moreno- Manso et Al. (2016) both focused
on strategies in helping Children with Communication
where / when
difficulties
whom (for/ to whom)
SECTION 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING
TEACHER EXPERIENCE OF REMEDIAL TEACHING FOR STUDENTS
WITH LANGUAGE DISORDERS
- Cruz - Santos , Costa , Fernandes and Sapage (2019) Conducted a study regarding how students with
language disorders receive remedial teaching in inclusive settings in Portugal.
- Findings revealed that the most teachers are aware about the concept of language disorders and
recognize that this knowledge is crucial when supporting students with language disorder.
- - These findings impasize the importance of training teachers and providing theme with enough
information about how language is acquired and developed, especially in relation with language
disorder.
CHALLENGES FOR CHILDREN , PARENTS AND TEACHERS IN
TEACHING CHILDREN WITH SPEECH SOUND DISORDERS
Daniel and Mcleod (2017) - interviewed children , parents , siblings , teachers
and other significant adults in the life of children with speech sound
disorders in order to find out the challenges they face in meeting these
children's developmental and educational needs in school. - they also found
challenges of learning outcomes
REFERENC
ES
Gregg, 2017 page 114-115
Moreno-Manso et al. (2016) page 116
Daniel and Mcleod (2017) page 116
Chapter 3 of 3.3 114-117
https://drive.google.com/drive/folders/1ag_4g8siFvVjU-gZ_QwAEuLLq_-21pAB?fbclid=IwAR
0HxYuwsbeEBie8LpOzg0tEyqTf4DNRhRs3h1vpTa-XwNMl2G5ZEshID38
CHAPTER 3 : LEARNERS
DIFFICULTY IN SEEING,
HEARING AND
COMMUNICATING
EDUC 3 – Foundation of Special and Inclusive Education
TEAM GOAL SETTERS
Leader: Almeda, Kimberly
Members: Canceller, Novelyn
Cordita, Elben L.
Jariol, Dyan L.
Olaivar, Angelene E.
Perez, Lea Joy P.
Sabejon, Mary Jobelle P.
Virtudazo, Angeline A.
THANK YOU
