Reaction Paper in Report of Miss. Candelaria

Republic of the Philippines
COLEGIO SAN JOSE DE ALAMINOS , INC.

COLLEGE DEPARTMENT
COLLEGE OF ARTS AND SCIENCES
Alaminos City, Pangasinan, Philippines
A.Y. 2021-2022
NAME: Jessie Peralta Jr. YEAR&COURSE: BSED III
Subject: Prof Ed 4: Foundation of Special and Inclusive Education
Instructor: SIR. ELMER BASUEL
Reaction Paper in Report of Ms. Candelaria
“STUDENTS WITH SPEECH AND LANGUAGE DISORDERS”
According to the report, 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,
Phonological disorders, Disfluency, and Voice disorders or resonance disorders.
Speech disorders are different from language disorders in children. Language disorders refer to
someone having difficulty with: Getting their meaning or message across to others (expressive
language) and understanding the message coming from others (receptive language).
Language and speech disorders are similar in that they both cause communication problems, but
there is a distinction between the two conditions. The difference between language and speech
disorders is that language deals with meaning and the speech deals with sounds. A person with a
language disorder has trouble understanding what others say, or has trouble expressing himself.
With a speech disorder, a person has trouble producing or pronouncing sounds in the correct or
fluent manner.
Speech disorders can affect people of all ages. Some types of speech disorder include stuttering,
apraxia, and dysarthria.
Stuttering
-refers to a speech disorder that interrupts the flow of speech. People who stutter can experience
the following types of disruption:
 Repetitions occur when people involuntarily repeat sounds, vowels, or words.

 Blocks happen when people know what they want to say but have difficulty making the
necessary speech sounds. Blocks may cause someone to feel as though their words are
stuck.
 Prolongations refer to the stretching or drawing out of particular sounds or words.
The symptoms of stuttering can vary depending on the situation. Stress, excitement, or
frustration can cause stuttering to become more severe. Some people may also find that certain
words or sounds can make a stutter more pronounced.
Stuttering can cause both behavioral and physical symptoms that occur at the same time. These
can include:
 tension in the face and shoulders
 rapid blinking
 lip tremors
 clenched fists
 sudden head movements
For example, one type of device fits into the ear canal, much like a hearing aid, and digitally
replays a slightly altered version of the wearer’s voice into the ear so that it sounds as if he or she
is speaking in unison with another person
Apraxia
The brain controls every single action that people make, including speaking. Most of the brain’s
involvement in speech is unconscious and automatic.
When someone decides to speak, the brain sends signals to the different structures of the body
that work together to produce speech. The brain instructs these structures how and when to move
to form the appropriate sounds.
For example, these speech signals open or close the vocal cords, move the tongue and shape the
lips, and control the movement of air through the throat and mouth.
Apraxia is a general term referring to brain damage that impairs a person’s motor skills, and it
can affect any part of the body. Apraxia of speech, or verbal apraxia, refers specifically to the
impairment of motor skills that affect an individual’s ability to form the sounds of speech
correctly, even when they know which words they want to say.
Dysarthria
Dysarthria occurs when damage to the brain causes muscle weakness in a person’s face, lips,
tongue, throat, or chest. Muscle weakness in these parts of the body can make speaking very
difficult.
People who have dysarthria may experience the following symptoms:
 slurred speech
 mumbling
 speaking too slowly or too quickly
 soft or quiet speech
 difficulty moving the mouth or tongue
For example, cerebral palsy can cause dysarthria. Children tend to have developmental
dysarthria. Acquired dysarthria happens as a result of brain damage later in life. For example, a
stroke, a brain tumor or Parkinson’s disease can result in dysarthria.
As a future Educators, I should create an environment of acceptance and understanding in the

classroom, and encourage peers to accept the student with speech impairment. Practice and
maintain easy and effective communication skills by modeling good listening skills and by
facilitating participation of all students in classroom discussions and activities. If a student
requires a sign language interpreter or the use of augmentative communication, I provide
adequate space and time to accommodate these forms of communication.
Some students with severe communication disorders will have deficits with the analytical skills
required to read and write. Individual instruction may be necessary to remediate these deficits,
but should be provided discreetly to avoid embarrassment and possible resistance. I should
constantly model the correct production of sound. Maintain eye contact with my student, then tell
her to watch the movements of your mouth when providing direct instruction. I Ask her to copy
these movements when she produces the sounds.
When I introducing new vocabulary, I help the student with speech impairment practice difficult
words. Dividing words into syllables and pronouncing each syllable will improve speech,
reading and writing. Using many different listening activities will also aid the student in
comprehending and determining her own production of sounds. Asking his or her if he/she hears
the individual sounds in words by having her answer “yes” or “no.”
The possible learning that I acquire from the presentation which could help actualize my
profession is to remember that patience is extremely necessary in teaching students with speech
impairments. Accepting and accommodating an individual’s speech will benefit educators,
classmates, and of course, the student herself by sharpening listening skills and promoting
learning and understanding. After all, everyone’s voice deserves to be heard.

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Republic of the Philippines

COLEGIO SAN JOSE DE ALAMINOS , INC.

NAME: Jessie Peralta Jr. YEAR&COURSE: BSED III

Subject: Prof Ed 4: Foundation of Special and Inclusive Education

Instructor: SIR. ELMER BASUEL

Reaction Paper in Report of Ms. Candelaria

“STUDENTS WITH SPEECH AND LANGUAGE DISORDERS”

 Repetitions occur when people involuntarily repeat sounds, vowels, or words.

 Prolongations refer to the stretching or drawing out of particular sounds or words.

 tension in the face and shoulders

 sudden head movements

People who have dysarthria may experience the following symptoms:

 speaking too slowly or too quickly

 soft or quiet speech

 difficulty moving the mouth or tongue

As a future Educators, I should create an environment of acceptance and understanding in the

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