This document discusses a training for teachers on teaching learners with difficulties in communication. It covers topics like identifying different types of communication difficulties, applying accommodations and strategies, and expressing acceptance of learners with difficulties. The training includes learning stations on speech and language, analysis and discussion of case studies, and abstraction activities to practice communication skills. The document aims to help teachers support learners struggling with receptive or expressive language disorders, articulation problems, fluency issues, or other communication difficulties.
This document discusses a training for teachers on teaching learners with difficulties in communication. It covers topics like identifying different types of communication difficulties, applying accommodations and strategies, and expressing acceptance of learners with difficulties. The training includes learning stations on speech and language, analysis and discussion of case studies, and abstraction activities to practice communication skills. The document aims to help teachers support learners struggling with receptive or expressive language disorders, articulation problems, fluency issues, or other communication difficulties.
This document discusses a training for teachers on teaching learners with difficulties in communication. It covers topics like identifying different types of communication difficulties, applying accommodations and strategies, and expressing acceptance of learners with difficulties. The training includes learning stations on speech and language, analysis and discussion of case studies, and abstraction activities to practice communication skills. The document aims to help teachers support learners struggling with receptive or expressive language disorders, articulation problems, fluency issues, or other communication difficulties.
This document discusses a training for teachers on teaching learners with difficulties in communication. It covers topics like identifying different types of communication difficulties, applying accommodations and strategies, and expressing acceptance of learners with difficulties. The training includes learning stations on speech and language, analysis and discussion of case studies, and abstraction activities to practice communication skills. The document aims to help teachers support learners struggling with receptive or expressive language disorders, articulation problems, fluency issues, or other communication difficulties.
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Teaching Learners
with Difficulty in Communication
Regional Training of Trainers
Batch 1 – March 5-10, 2018 Batch 2 – March 12-17, 2018 NEAP, Tuguegarao City
Department of Education SESSION TITLE
Power of Speech And Language Unleashed
Department of Education Communication is such a fundamental part of the human experience. It entails interactive exchange of information, ideas, feelings needs and desires.
Communication Difficulty/Disorder
is a problem in the ability to receive, send, process, and
comprehend concepts or verbal , nonverbal and graphic symbol systems. A communication difficulty/disorder may be evident in the processes of hearing, language and/or speech. Department of Education OBJECTIVES
1. Identify the different difficulties in
communication and differentiate each type from the others .
2. Apply accommodations ,strategies and
interventions in teaching learners with difficulty in communication.
3. Express acceptance of learners with
difficulty in communication
Department of Education PRELIMINARY ACTIVITY: “Hear-through -the -eyes” Game
Speech reading is an art.
It can be used by people with difficulty in communication or with difficulty in hearing.
Department of Education Guess the Place
Focus: Different Cities
in the Philippines
Department of Education Learning Station
1.Royalty Station 2.Intervention Station 3.Book Worm Station 4.Sound Station
Department of Education Learning Station
INSTRUCTIONS FOR GROUPING
1.Participants will be divided into four groups. Each group will choose a leader who will serve as a guide when members transfer from one station to another. 2. Each group will be engaged in delivering the task required in each station. Given tasks are written on cards found in each station. Groups will be provided with Manila papers where they can write down their responses which correspond to the given tasks. 3. Each group would have to move from the station when members hear the signal to transfer. 4. Everyone should walk through all the stations. Department of Education Learning Station
Royalty Station
Watch the movie trailer of the King’s
Speech ( an Academy Award Winning Film for Best Picture). After watching the trailer, guess the conflict of the story/ movie?
Department of Education Learning Station
INTERVENTION STATION
Watch the video clip.
After watching, list down qualities of a
good speech model.
Department of Education Learning Station
BOOK WORM STATION
After reading the hand-out, what have
you learned about the types/nature of activities that can be applied to learners with communication difficulty.
Handout title: Activities for Learners with
Communication Difficulty
Department of Education Learning Station
SOUND STATION Watch the video clip on “Learning English: the ABCs of Sound”. What type of articulation exercises should be given to Filipino learners with difficulty in communication? Replace the given word examples in the video clip with terms that are associated with Filipino’s way of life.
Department of Education ANALYSIS AND DISCUSSION
Royalty Station Some of your students could be showing “red flags” or the same communication difficulty King George VI exhibits . Share to the audience what you have observed regarding how these learners perform in class or how they send or receive message.
Department of Education ANALYSIS AND DISCUSSION
Intervention Station
What are the advantages of conducting
a one-on-one session as a form intervention.
Department of Education ANALYSIS AND DISCUSSION
Bookworm Station Enumerate activities, strategies or interventions that would work best for your students with difficulty in communication.
Department of Education ANALYSIS AND DISCUSSION
Sound Station
How important are articulation
exercises to a learner with communication difficulty?
Department of Education ABSTRACTION
Activity
“Who is who?” game
Focus: Famous Persons
Department of Education ABSTRACTION
SLECRAH NARIWD
• Father of evolution
Charles Darwin Department of Education ABSTRACTION
OOCC NIMRAT • A Filipino actor and film Producer
• A leading man in FPJ’s
“Ang Probinsyano” Coco Martin Department of Education ABSTRACTION
NIA NNEERAICVO • A Filipino actor and Sportsperson • Pilot by profession • A leading man in “A Love to Last”
Ian Veneracion Department of Education ABSTRACTION
ERODTEOH VOOSRLTE
• An American Stateman
• Served as the 26th
President of the US
Theodore Roosevelt Department of Education ABSTRACTION
LAIUJ BROERST
• An American actress and producer • A Hollywood star • Plays the lead role in “Pretty Woman” Julia Roberts Department of Education ABSTRACTION
IAASC WONTEN • An English Mathematician • The most influential scientists for all season • The father of scientific revolution
Isaac Newton Department of Education ABSTRACTION
1. How are speech and language interrelated?
2. What are the main features of language disorder and speech disorder? 3. What accommodations can be applied to support the learner with communication difficulty ? 4. What strategies or interventions can be done to help a learner with communication difficulty improve his/her language and speech skills ? Department of Education Language and Speech Interrelation
LANGUAGE is a formalized code used by a group of people to communicate with one another. All languages consist of a set of symbols and a system of rules for combining those symbols into larger units. Language has five dimensions that define its form ( phonology, morphology and syntax) , content (semantics) and use (pragmatics) . --- ( Owens, 2005 )
SPEECH is the oral production of language .It is the fastest , most efficient method of communication by language .
Department of Education Main Feature of Language and Speech Difficulty / Disorder
Communication Difficulty/Disorder problem in the ability to receive ,send, process and comprehend concepts or verbal, nonverbal and graphic symbol systems. It may be developmental or acquired.
Two Categories : 1. Speech Difficulty/Disorder
2. Language Difficulty/Disorder
Department of Education Speech Difficulty / Disorder
is an impairment of the articulation of speech sound, fluency and / or voice.
Department of Education Speech Difficulty / Disorder
Department of Education Speech Difficulty / Disorder
Three Types 1.Articulation Difficulty/Disorder is the atypical / errors in the production of speech sounds Learner cannot produce a given sound physically because sound is NOT in her/his repertoire of sounds. e.g. Yeh me yuh a da wido (Let me look out the window) De toop is dood (The soup is good)
Department of Education Speech Difficulty / Disorder
1.Articulation Difficulty/Disorder characterized by: * substitution - learner substitutes a sound for another sound.(e.g. "wabbit" for "rabbit" where "w" is substituted for "r".) * omissions - learner drops (omits) a sound from a word. (e.g. "at" for "hat" or "bu" for "bug".) * additions - adds a sound that shouldn't be there. (e.g. "doga" for "dog“) * distortions - learner distorts a sound usually caused by deficient oral motor skills. (e.g. "thoup" for "soup“) Department of Education Speech Difficulty / Disorder
2.Voice Difficulty/Disorder problem with the quality or use of one’s voice. Abnormal production and absences of vocal quality, pitch, loudness and resonance. * Laryngitis – swelling of vocal cords * Vocal cord paralysis - result from abnormal nerve input to the voice box muscles (laryngeal muscles). * Spasmodic dysphonia – nerve problem that causes vocal cord spasm.
Department of Education Speech Difficulty / Disorder
3. Fluency Difficulty/Disorder difficulty with the flow or rhythm of speech
Department of Education Language Difficulty / Disorder
is an impaired comprehension and /
or use of spoken, written and / or other symbol systems.
Usually classified as either receptive
or expressive.
Department of Education Language Difficulty / Disorder
Involves problems in one or more of the
five form / dimension of language such as: * Phonology – sound combination / sound system * Morphology – structure and construction of word forms * Syntax – order and combination of words to form sentence - relationship among sentence elements * Semantics – meanings of words and sentences (content) * Pragmatics – language functions - combines all language forms/components
Department of Education Accommodation
Assessment Collaborative Consultation - Speech language pathologist - Speech Therapist - Speech Clinician - Speech Teacher Note: Assessment and consultation could be the basis on the child’s educational placement to surely start where the child is. It guides teachers and parents. Department of Education Accommodation
Interactive Approaches - Augmentative and Alternative Communication (AAC) (use of symbols, aids, strategies, and techniques to enhance the communication process)
Department of Education Accommodation
Regular Classroom Speech Modification (depends
child’s needs / area for improvement) 1. Allow longer oral response time. 2. Shorten and / or modify oral directions.
3. Provide preferential seating.
4. Design tests and presentations that are appropriate for the
learner 5. Reduce the amount of background noise in the classroom.
Department of Education Accommodation
Regular Classroom Speech Modification (depends
child’s needs / area for improvement) 6. Devise alternate procedures for an activity with the learner. 7. Reinforce every little achievements. 8. Use tactile / visual cues. 9. Discuss concerns with speech pathologist, if needed. 10. Monitor / evaluate Child Progress
Department of Education Strategies / Interventions
Naturalistic Intervention –"Milieu
teaching approach" ( 2006, Kaiser and Grim) Strategies or interventions -Resembles normal conversational interchanges that follow the learners “attentional lead” -Is carried out in the natural environment as opportunities occur for teaching functional communication Department of Education Strategies / Interventions
Augmentative and Alternative
Communication (AAC) Unaided Techniques - do not require physical aid or device - eg. Key Word Signing, Body Sign, Touch Cues
Department of Education Strategies / Interventions
Augmentative and Alternative
Communication (AAC) Aided Techniques - entails the use of simple, low tech or high-tech electronic equipment or assistive devices - involves the use of symbol sets and systems
Department of Education Other Strategies
Modeling Work at the learner’s pace Reinforcement System (motivational) Paraphrasing Present only one concept at a time Provide fun activities / simulations Redirecting when needed Have routines day by day Incorporate the learner’s interests into speech
Department of Education Other Strategies
Use books Reduce noise inside the classroom Provide verbal clues often Apply a peer-buddy system when appropriate . Give the child the chance to lead Vocabulary attack Provision of class rules / standards Make every little activity an opportunity for language activity
Department of Education Other Strategies
Introduce tongue twister / articulation
Music therapy Adopt some SLP’s Techniques if trained or accredited to do so like: * Locate air passage activity * DO vocal / speech helpers exercises
Department of Education Vocal / Speech Helpers
1. Lips – Put your lips together to make
"P", "B", "M", and "W" or just use your bottom lip when you make "F" and "V". 2. Teeth – Close your teeth to make "S" and "Z" or put your top teeth on your bottom lip to make "F" and "V". Your tongue goes between your teeth for "th" (as in thin) and "TH" (as in the).
3. Nose – Air flows through your nose to
make "N", "M", and "NG" (as in "sing"). Vocal / Speech Helpers
4. Ridge – Your ridge is right behind your
two front teeth. It's the right spot for "S", "Z", "L", "T", "D", and "N".
5. Front Roof – The front-roof is the right
spot for "CH", "J", "SH", and "ZH" (as in measure).
6. Back Roof – The back-roof is the right
spot for "K", "G", and "R". Vocal / Speech Helpers
7. Front Tongue – The front of your tongue
is used to make "T", "D", "S", "Z", "Y", "L", "Ch", "J", "SH", "th", "TH" and "ZH" (as in measure).
8. Back Tongue – The back of your tongue
is used to make "K", "G", and "R". Vocal / Speech Helpers
9. Vocal Cords – Your vocal cords vibrate to
make ALL vowels and voiced sounds like "B", "D", "G", "Z", etc. They don't vibrate for voiceless sounds like "P", "T", "K", "S", etc.
10. Lungs - Your lungs give you air to make
every sound - especially "H" because it's all air! APPLICATION
Role Play The participants will be divided into four groups once again , with each group to be given a situation that requires the members to apply what they have learned in the session, by acting-out.
Given situations would center on the difficulty of the learner
to communicate and how regular-class teachers would help them , through strategies, interventions and modifications. Each group would be given a maximum of five minutes to present.
Department of Education APPLICATION
Situation inside the classroom
The following behaviors may indicate that your student has language difficulty or disorder. What type of intervention or accommodation would you apply to address the difficulty of the student: 1.The student mispronounces sounds and words recurrently.
2.Child uses immature vocabulary , overuses empty
words such as “one” or “ thing” or seems to have difficulty recalling or finding the right word. Department of Education APPLICATION
Situation inside the classroom
3. The student has difficulty following directions to accomplish a task. 4. There are long pauses between the remark of the teacher and the student’s reply , as if the child is searching for a response or is confused.
5. The student stutters or make rapid repetitions of
consonant or vowel sounds especially at the beginning of words, prolongations, hesitations and complete verbal pauses. Department of Education 4Ps
Practice
Patience
Passion
Progress
Department of Education Thank you for listening! Department of Education
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