Learners With Emotional, Behaviorial, and Communication Disabilities
Learners With Emotional, Behaviorial, and Communication Disabilities
Learners With Emotional, Behaviorial, and Communication Disabilities
General Objectives
Lesson 1
Pre-Discussion
What to Expect:
LESSON OUTLINE
Understanding
Children and young people with SLCN often have problems understanding
what others say to them – for example, understanding instructions and understanding
things that are not directly stated. They
may also have difficulties understanding indirect requests. These children may then
appear to be uncooperative, disobedient, or oppositional, when in fact they have not
understood an instruction or the broader context. It can be harder for them to learn
new words and words for thoughts and feelings.
Expressive Language
Children and young people with SLCN often have poor working
memory abilities, meaning they are more prone to distractions and
require repetition of information. These difficulties can often be
interpreted as laziness or a willful desire to frustrate teachers and
parents.
Emotional Regulation
Social Interaction
Children and young people with SLCN may struggle to understand jokes,
idioms (for example, ‘get a grip’), and sarcasm, all of which are important for social
interaction. They may also have difficulties understanding the rules of conversation,
including how to repair misunderstandings when they occur. This can be partly due to
slow processing, which leads them to miss cues and means their
turn-taking is mistimed.
LESSON SUMMARY
ENRICHMENT
Analyze the case study below and consider how speech language and
communication disabilities might impact their lives and their learning. As a future
educator, how would you help a learner who experiences speech, language, and
communication difficulties? You may cite some situations to elaborate your answer.
In class, Robert now tends to shout out when he knows the answers,
although his speech is still unclear. He is also very quick to point out the faults of
other children. When the classroom assistant or other adult is in the class Robert will
come up repeatedly and say he can’t do his work. When asked to read something he
says “I can’t read.” But, when encouraged by beginning the words for him, he can
manage well. In writing, Robert often can recall frequency words but he has been
taught the strategy, where he writes the words he knows and leaves the rest till the
teacher has time for individual attention – I went into the tent – Santa.
Lesson 2
The teacher will show a picture to the learners and the learners will
observe the picture and answer the following questions.
1. What do you see in the picture? What comes to your mind after you see
that picture?
2. What are the difficulties you see in perceiving the behavior of kids with
impairments as a form of communication?
Discussion
Behavior as Communication
Negative behavior in children and young people with SLCN could mean:
1. Expressive
Expressive impairments relate to children who have difficulties to
convey spoken language. There might be some children with mild to
moderate needs, which fail to be recognized. Within the fast pace of a
classroom, some children might be overlooked and considered as ‘shy or
reserved’ (McMinn, 2006, p.5).
Expressive Language Needs include:
Spoken language that is unclear and difficult to understand;
Limited vocabulary;
Incomplete or short broken sentences;
Difficulty to word find;
Challenges with grammar; plurals, tenses, pronouns;
Not interacting or talking;
Speech that includes unarticulated sounds;
Speech that conveys the incorrect/or missing initial, middle or
final sound in a word (McMinn, 2006).
2. Receptive
Receptive challenges are associated to the misunderstanding of
language expressed by other individuals. Tactics to avoid situations is one of
the many traits applied (McMinn, 2006). Children learn strategies to dismiss
language they cannot comprehend. This might be due to the mental overload
of the vocabulary they have received. With an attempt to ‘make sense’ of one
particular word or phrase within a sentence, they overlook the rest of the
sentence (ibid, p.17).
Receptive Language Needs include:
Difficulty to listen and understand spoken language;
Avoidance techniques; frequent toilet visits/copying peers;
Memory challenges;
Word-finding difficulties;
Auditory processing difficulties (McMinn, 2006).
3. Pragmatic
Pragmatic impairments are associated to social interactions and
how they are applied within their language and behaviour (McMinn, 2006).
There is a wide range of different elements to pragmatic difficulties. These
relate to the misinterpretation of language, which might affect children’s
social friendships.
Summary
Direction: Read the questions carefully and choose the letter of the best
answer.
3. A student learns about fractions in math class, they can use those skills
to divide a pizza evenly with their friends. What difficulty aspects of
language did the students acquired?
a. Pragmatism
b. Receptive
c. Expressive
d. Needs
Lesson 3
Objectives
Discussion
Unidentified and unsupported SLCN put children and young people at risk
of a range of negative outcomes about behavior:
Summary
Speech, language and communication are skills that are crucial to all
areas of learning, as well as mental health and social participation. In 2008
the Bercow Report highlighted the need to implement strategic system-wide
approaches to help increase understanding and awareness of SLCN. The
possible common risks of not supporting Speech, Language, Communication,
and Needs (SLCN) are difficulties forming friendships, Literacy difficulties that
impact school work, Exclusion from school, Involvement in the youth justice
system, increased risk of being bullied or being a bully, Effect on emotional
wellbeing. In addition, behavioral assessment and intervention such as anger
management and cognitive behavioral therapy and also verbally- based
behavioural intervention and un-adapted group intervention.
Guide Questions:
1. Give at least two risks factor for speech and language development
2. What challenges do learners with speech and language difficulties
encounter?
3. How will you able to support the needs of the students having a speech
and language disorder in your classroom?
Lesson 4
Discussion
Direct support
Helping the child or young person to understand and express
theirneeds and involve them in planning for change in a
respectfulway; helping them understand what behaviour is required
in away that is meaningful for them.
Teaching the communication skills required to behave well;offering
verbal and nonverbal scripts and coaching online,offering
opportunities to practice and succeed in using new skillsincluding
how to repair conversational breakdown.
Supporting children and young people through transitions,
boththrough the day and in phases of education - for example
fromprimary to secondary school.
"J's story"
J was receiving individual support in the inclusion/nurture
house at a secondary school for children with social, emotional
and mental health (SEMH) needs, as he was not able to mix with
other students. A previous attempt to reintegrate J into a
mainstream school had been unsuccessful, and he returned to
the secondary SEMH school with lengthy periods of absence.
The speech and language therapist assessed J and, on the basis
of that assessment, proposed that J might benefit from a social
skills group at another mainstream school. The speech and
language therapist arranged for this to be set up and as a result
the student's attendance and participation subsequently
increased.
Summary
Enrichment
Guide Questions:
Lesson 5
Objectives
What to expect:
Discussion
Summary
Guide Questions:
1. As a future teacher, what are the ways you could think of to improve
the outcomes of your students with behavioral problems?
2. How you are able to help a student with behavioral problems engage in
academic activity with their peers?
Chapter Summary
Chapter Assessment
Mechanics:
have the students find their partner which are not their friends
let the students find their own place distant from other groups
the activity will last to 1 hour and 20 minutes
Instruction: Make each other share the worst and best experiences in your
life before and at the present. Write down all your individual observation on
your partner. 100 points.
REFERENCES:
Gutman, L. M., Joshi, H., Khan, L., Schoon, I. (2018). Children of the
Millennium: Understanding the course of conduct problems during
childhood. www.entreformentalhealth.org.uk/publications/children-
newmillennium