LEARNERS WITH

ADDITIONAL NEEDS

LEARNERS with
DIFFICULTY
COMMUNICATING
MISCHIEVOUS
MISCHIEVOU
S
MIS-chuh-vus
PRESTIGIOUS
Pre-STI-gee-us
COLONEL
KERN-ull
JEWELRY
JOOL-ree
Cupboard

(KUH-bird)
Yacht
(yaht)
Schizophrenia

(skit-suh-FREE-nee-uh)
Basic concepts of Communication, Speech and Language.

The concepts of communication, speech, and language are interrelated. Speech and language
are the key components 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.
W H AT I S C O M M U N I C AT I O N S ,
SPEECH AND LANGUANGE?
 W H AT I S T H E D I F F E R E N C E B E T W E E N
C O M M U N I C AT I O N S , S P E E C H A N D L A N G U A N G E ?
is the broadest category of them all. Communication includes
Communication spoken language but also includes many other non-verbal cues
which are essential for interacting and communicating with other.

s
Speech Generally refers to the action of producing or the act of speaking

Refer to the ability to communicate through speech by delivering and

Language receiving meaningful messages.
Phonology
Morphology
Syntax
Semantic
pragmatica
 W H AT I S C O M M U N I C AT I O N S , S P E E C H A N D
LANGUANGE DISORDER?

Communication, speech and language disorders refer to problems in communication

and related areas such as oral motor function.
These delays and disorders range from simple sound substitutions to the inability to
understand or use language or use the oral-motor mechanism for functional speech
and feeding.

In general, speech and language make communication possible.

W H AT I S T H E D I F F E R E N C E B E T W E E N S P E E C H A N D
LANGUANGE DISORDER?

Speech is a condition in which a person has problems creating or forming the

Disorder speech sounds needed to communicate with others. This can make
the child's speech difficult to understand.

A child may have a language disorder if they have difficulty getting

their meaning across through speech, writing or even gestures.
Language Some children have a language disorder even though they produce
sounds well and have clear speech. Difficulty expressing meaning
Disorder to other people is called an expressive language disorder.
 What are the different types of
Speech Disorder

Voice are deviations in phonation such as in pitch (too high or too low), frequency (too loud or
too soft) and quality (pleasant or irritating to the ears). Speech can be hoarse or may
lack appropriate inflection

Articulation are errors in the formation of speech sounds.

interrupt the natural, smooth flow of speech with inappropriate pauses, hesitations, or
fluency repetitions.
 What are the different types of
Language Disorder
Receptiv
It interferes with the understanding of language. A child may have difficulty
e understanding language spoken sentences of following simple direction.

Expressive It interferes with the production of language. A child may have very limited vocabulary that
impacts communication skills.

Combination of
receptive and
Expressive
HOW CAN WE IDENTIFY THE CHILD IF THERE IS A
P R O B L E M W I T H C O M M U N I C AT I O N , S P E E C H &
LANGUAGE DISORDER?
 POSSIBLE CHARACTERISTICS OF STUDENTS WITH
LANGUAGE DISORDER.

Primary Language disorder Problems with one or several components of language.

a.Phonological using phonological processes, rules that simplify adult speech forms,
disorder beyond the normal period of using these processes.
b.Morphological omission or misuse of specific morphemes beyond the normal age
disorder to do so.

c.Semantic disorder Difficulties in vocabulary, retrieving a word when it is needed, or

multiple meanings and figurative language.
POSSIBLE CHARACTERISTICS OF STUDENTS WITH
LANGUAGE DISORDER.

significant difficulties fitting into social settings due to

d. Pragmatic disorder
difficultiesin languagen use.

Secondary language A secondary language impairment accompanies other disabilities

such as intellectual disabilities/delays.Many children with
disorder
language disorders also have learning disabilities. These children
would be diagnosed with a language-learning disability (LLD)
POSSIBLE CHARACTERISTICS OF STUDENTS WITH
SPEECH DISORDER.

Voice Disorder is the atypical production of voice quality, pitch and/or loudness.
Phonation disorder

Articulation disorder is the typical of speech sounds.

I want a blue lollipop/ I want boo wowipop
is the atypical flow of verbal expression, characterized of impaired
Fluency disorder
rate and rythym such as stuttering.
I want a banana/ I waaaaannnt bbbnanana/I I want babab nanan
 W H AT A R E T H E C A U S E S O F S P E E C H A N D
LANGUANGE DISORDER?
Here are some caused of speech and language disorder:
.Speech and language disorders are secondary to
• Hearing loss disabilities
• Neurological Disorder ADHD
• Brain Injury learning disabilities
• Mental retardation Autism
• Drug Abuse schizophrenia
• Physical impairments such as cerebral palsy
cleft lip or palate. cleft palate
• Vocal Abuse or miuse , vocal cord injury
Gilles de la Tourette syndrome
 ASSESSMENT PROCEDURES
Like the assessment procedures for all types of disabilities, the following steps are prescribed by
the Special Education Division, Bureau of Elementary Education of the Department of Education

Pre-referral Intervention

In the process of identifying students with suspected speech and language disorders, various individuals,
including teachers, parents, classmates, and other regular contacts, inform the school principal. They
complete a "Teacher Nomination Form," which is then assessed and scored. If a student exhibits at least
50% of the typical signs of speech and language disorders, they are recommended for further screening.
 ASSESSMENT PROCEDURES

Pre-referral Intervention

The screening for speech and language disorders is carried out by the special education teacher. They
use a checklist to assess the child's communication skills in both formal and informal settings, such as
at school, home, playground, and other places. Additionally, the teacher interviews the student and their
parents or caregivers to conf irm the information provided on the nomination form and checklist. The
results are then compared to typical speech and language development milestones outlined in th
e "Milestones on Language Development" to tentatively identify any delays.
 ASSESSMENT PROCEDURES

Multifactored Evaluation
Ideally, formal evaluation must be done by a speech pathologist. While there are few professionals in
this f ield in the Philippines, their services are often inaccessible to students in public schools. Thus, the
special education teacher, especially those who trained in teaching children who are deaf, are called to
administer several assessment tools to determine the presence of speech and language disorders.

By comparing the child’s receptive and expressive language levels to his or her mental age,
differentiation between a language problem and a developmental delay can be made. An effective
language assessment is done carefully, thoroughly and carefully.
 ASSESSMENT PROCEDURES

Multifactored Evaluation
As soon as possible, formal evaluation by a speech pathologist is arranged. While waiting for this
opportunity to come, special education services are given to the student as remedial and preventive
measures.

Some of the widely used speech and language tests in the United States are the Peabody Picture
Vocabulary Test, Auditory Comprehension of Language, Boehm Test of Basic Concepts, Comprehensive
Receptive and Expressive Vocabulary Test and Kaufmann’s Test on Early Academic and language Skills.
HOW ARE STUDENTS WITH LANGUANGE DISORDER
IDENTIFIED?

•Speech- language pathologist (SLP) rely on standardized, norm- referenced tests etc.
•A family history
•Observational Checklist and teacher report
•Interviews with the student, as appropriate
•Language sample, which is an analysis made of elicited conversational speech
HOW ARE STUDENTS WITH SPEECH DISORDERS
IDENTIFIED?
•Articulation Test- the evaluation of child’s ability to produce speech
sounds in isolation, words, sentences and spontaneous speech
•Fluency evaluation
•Voice evaluation
•Hearing test
•Case history
•Samples of the child’s work except
S P E C I F I C S T R AT E G I E S I N T E A C H I N G C H I L D R E N
W I T H C O M M U N I C AT I O N D I S O R D E R
• Educators should create an environment of acceptance and understanding in the
classroom.
• Practice and maintain easy and effective communication skills by modeling good
listening skills by facilitating participation of all students in classroom discussions and
activities.
• Provide adequate space and time to accommodate these forms of communication.
 ACCOMMODATING AND MODIFICATION OF CLASS FOR
LEARNERS WITH SPEECH AND LANGUAGE DISORDER
1. Communication Support
Augmentative and Alternative Communication (AAC) devices (e.g., communication boards,
speech-generating devices) to aid non-verbal communication.
Use of gestures, sign language, or visuals to support expressive and receptive language.
Allow students to respond using non-verbal means, such as pointing, drawing, or typing
instead of speaking.
2. Extended Time
Give learners extra time to process spoken instructions or questions and to respond during
class discussions or tests.
Avoid rushing or pressuring students to speak quickly, allowing for longer pauses in
conversation.
3. Simplified Instructions
Provide simple, clear instructions and break tasks into smaller steps.
Use visual aids or written instructions alongside verbal directions to reinforce
understanding.
 ACCOMMODATING AND MODIFICATION OF CLASS FOR
LEARNERS WITH SPEECH AND LANGUAGE DISORDER

4. Alternative Presentation of Materials

Use visual aids (charts, diagrams, pictures) to explain concepts and support verbal
information.
Incorporate audiobooks or text-to-speech software for reading assignments if necessary.
5. Flexible Grouping
Allow students to work in small groups or with a peer buddy to reduce the stress of large
group discussions.
Ensure group roles that match the student’s strengths (e.g., being the note-taker or
illustrator rather than the speaker).
 ACCOMMODATING AND MODIFICATION OF CLASS FOR
LEARNERS WITH SPEECH AND LANGUAGE DISORDER
6. Non-Verbal Participation Options
Provide opportunities for students to participate through written responses, pointing to
answers, or using communication boards.
Allow for non-verbal presentations, such as creating slideshows, drawings, or videos,
instead of oral presentations.
7. Frequent Feedback and Clarification
Regularly check in with students to ensure they understand instructions and content.
Use positive reinforcement to build confidence in communication efforts.
8. Modified Test Formats
Use multiple-choice, true/false, or fill-in-the-blank questions instead of requiring long oral
or written responses.
Provide the option for students to dictate answers or use speech-to-text tools if writing is
a challenge.
 ACCOMMODATING AND MODIFICATION OF CLASS FOR
LEARNERS WITH SPEECH AND LANGUAGE DISORDER
B. MODIFICATIONS
1. Simplified Language in Curriculum Materials
Modify reading materials to simplify language by reducing complex vocabulary and
sentence structures.
Use picture-supported text for reading and comprehension tasks to assist learners with
language processing difficulties.
2. Reduced Length of Assignments
Shorten the required length of written or spoken responses (e.g., instead of writing a full
essay, a student may provide a paragraph or bullet points).
Reduce the number of questions or tasks on assignments or tests to focus on key
concepts.
3. Alternative Assignments
Offer alternative assignments that allow students to demonstrate learning in different
ways, such as through drawing, creating models, or using audio recordings instead of oral
or written reports.
 ACCOMMODATING AND MODIFICATION OF CLASS FOR
LEARNERS WITH SPEECH AND LANGUAGE DISORDER
B. MODIFICATIONS
4. Modified Expectations for Communication
Adjust expectations for oral participation in class. For example, rather than requiring
students to give lengthy verbal answers, they might share brief responses or use written
notes to communicate.
Modify classroom participation by allowing students to communicate in small groups or
with a partner instead of addressing the entire class.
5. Modified Grading Criteria
Modify grading for oral presentations or written assignments to emphasize content
understanding over the accuracy of speech or grammar.
Focus on effort and improvement in communication skills rather than comparing to
typical peers.
6. Altered Classroom Environment
Reduce distractions in the classroom by seating the student in a quiet area or providing
noise-cancelling headphones if necessary.
AS S IS T IV E T E CHNOLOG Y F OR CHILD R E N W IT H
C O M M U N I C AT I O N , S P E E C H A N D L A N G U A N G E
DISORDER.