Communication Disorders: Speech Disorders (Fluency disorders) Chapter 3. Sept 17th
Bibliography:
Canadian Association of Speech Language Pathologists/ Audiologists http://www.caslpa.ca/english/index.asp Canadian support network for speech disorders. Provides a contact list of speech language pathologists in Canada. Communicative Disorders Association of Canada http://www.cdaac.ca/ CDAAC is an organization which supports Communicative Disorders Assistant practice and professional growth.
The Pacific Voice Clinic and the Provincial Voice Care Resource Program http://www.pvcrp.com/ Provides assessment for voice disorders. Provides British Columbians suffering voice problems with high quality clinical services, and to increase the knowledge and skills of voice care clinicians who provide community-based services to individuals with voice and speech problems. Stuttering: More Than A Tangled Tongue http://www.mnsu.edu/comdis/isad12/isadcon12.html Link to international stuttering awareness day online conference. International Panel of University Professors answer questions about stuttering. Internet Resources About Stuttering http://www.mnsu.edu/comdis/isad/papers/kuster.html Offers resource links for stuttering and open discussion forums. Based out of USA. Local contact info BRITISH COLUMBIA ASSOCIATION OF PEOPLE WHO STUTTER BCAPS has a toll-free phone and fax number: 1-888-301-2227 E-mail: maustinson@shaw.ca BCAPS mailing address: 12674 15th Avenue, White Rock BC V4A 1K3 Canadian Stuttering Association Mailing address: P.O. Box 3027 Sherwood Park, AB T8H 2T1 Phone: 1-888-STUTTER (788-8837) 416-252-TALK (252-8255) Email: csa-info@stutter.ca
Characteristics Stuttering affects the fluency of speech. It begins during childhood and, in some cases, lasts throughout life. The disorder is characterized by disruptions in the production of speech sounds, also called "disfluencies." Most people produce brief disfluencies from time to time. For instance, some words are repeated and others are preceded by "um" or "uh." Disfluencies are not necessarily a problem; however, they can impede communication when a person produces too many of them. Diagnosis Stuttered speech often includes repetitions of words or parts of words, as well as prolongation's of speech sounds. These disfluencies occur more often in persons who stutter than they do in the general population. Some people who stutter appear very tense or "out of breath" when talking. Speech may become completely stopped or blocked. Diagnosis from a speech pathologist is necessary. Modifications: Give students the time they need to say what they want to say. Try not to finish sentences or fill in words for them. Doing so only increases the person's sense of time pressure. Student meets with a speech pathologist to practice controlling speech behaviors.
1. Annotated bibliography: a. http://developmentally-challenged-ed.suite101.com/article.cfm/communication_disorders_in_the_classroom Suite101 is situated in Vancouver, and they allow any writers to help contribute to the site. Covers a introduction to variety of topics. Intended for teachers helping students in classroom. b. http://kidshealth.org/parent/medical/ears/stutter.html Teens Health from Nemours. Discuss how to identify stuttering and how to support children with stuttering. Intended for parents. c. http://www.bcaps.bc.ca/index.html Local help, British Columbia Association of People who Stutter. Contains list of book with information about how to deal with stuttering during early childhood, teenagers and in general. Also provides list of local clinics for stuttering help. d. http://www.stutter.ca/ Canadian Stuttering Association. Offers support and advice for people who stutter. Also provide resources and education for families and friends. Has explanation of stuttering and possible causes. e. http://stutteringforum.com/ An online forum that allows people around the world to discuss about stuttering for tips and help. Allows people to gain support from those who share the same stuttering problem.
2. Contact info: BC Association of People who Stutter (BCAPS) 12674 15th Avenue White Rock, BC V4A 1K3 Phone/Fax: 1-888-301-BCAP (2227) Fax: 604-538-4535 Web: www.bcaps.bc.ca
Able Care Speech Clinic SLP Richard Green 2110 East 3 Avenue Vancouver BC V5N 1H8 (604) 254-8646 Email: greenrichard@shaw.ca
3. Students with speech disorder have trouble forming sound of a speech. They may also distort and produce incorrect sounds to words. These students may also stutter. The students with stuttering may: - Avoid situation that require talking - Facial tension when speaking - Sudden rise of pitch or loudness in a word - Prolongation of a word or repetition of a word
4. Strategies for treating students with speech disorder: - Train the students to talk more - Don’t remind the students consciously that they are stuttering - Be patience; Provide time for the students to response - Talk slowly but naturally to the students - Don’t force the students to be precise and accurately when talking - Don’t finish their sentences for them - Maintain natural eye contact
The information can be found on my Blog: http://diana-epse317.blogspot.com/
Receptive Language Disorder
Receptive Language Disorder: Inability to decode languages. It affects the understanding of spoken and sometimes written languages. People with Receptive Language Disorder have trouble communicating and organizing their thoughts into words. They often confuse the meaning of words and are unable to draw connections between words and its representations.
Defined by: http://learningdisabilities.about.com/od/learningdisabilitybasics/p/rsptvlangdsrdr.htm
Annotated bibliography – websites:
Help for Language Deficits - Receptive http://specialed.about.com/cs/learningdisabled/a/receptive.htm About.com is a part of The New York Times Company. This website illustrates a few symptoms of Receptive Language Disorder and ways to help and encourage students that have this disorder. This link also provides links to many other useful resources, such as homework tips, classroom strategies, worksheets, etc...
Receptive Language Disorder http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Receptive_language_disorder?open This website is made by the government of Victoria, Australia concerning Receptive Language Disorder. This website includes a brief introduction to Receptive Language Disorder and some of the possible causes. The interesting thing about this website is that it points out some of the treatments for Receptive Language Disorder, and where parents/teachers can get help. It also contains some information for teachers to look out for when they have a Receptive Language Disorder student/s in their classroom.
Special Education Support Service (building on ability) http://www.sess.ie/categories/specific-speech-and-language-disorders/receptive-language-disorder This UK made website offers a wide variety of teaching tips for teachers that encounters students with Receptive Language Disorder. The website also provides a link to a story about a child that has speech and language disorders. The story was written in the student’s mother’s point of view. It exhibits the time from the child’s birth all the way into her secondary school years. From the story we can see the many progresses and problems that this child with language disorders faced. Link to Chloe’s story: http://www.ican.org.uk/sitecore/content/TalkingPoint/For%20Parents%20and%20Carers/Parents%20stories/Chloes%20Story.aspx
How to deal with learning disabilities in receptive language http://www.helium.com/items/1180660-how-to-deal-with-learning-disabilities-in-receptive-language This website provides ways to work with students with Receptive Language Disability. The article was written by a special education teacher in Burnet, Texas US. It not only provides activates to improve the student’s language ability, but also provides ways for the teacher to act so that the students are able to understand class and homework instructions.
NASET Website http://www.naset.org/speechandlanguage2.0.html This is the American National Association of Special Education Teachers’ website. The website provides some information about Receptive Language Disorder as well as some other language learning disorders. It provides links to other resources concerning Receptive Language Disorder and other disorders. The website also provides a link of where students can get diagnosed.
Local contact info:
Website: http://www.soundidears.com/index.html Email: info@soundidEARS.com Mailing Address : Suite 304 South Tower 650 West 41st Street Vancouver, B.C. V5Z 2M9 Phone: Tel: (604) 708-9780 Fax: (604) 708-9785
This location provides services for hearing loss, tinnitus, hyperacusis, audio processing disorders, and language processing disorders and other.
Characteristics of Receptive Language Disorder, like all other learning disabilities, vary from one child to the next. The list below illustrates some of the symptoms a child with Receptive Language Disorder might have.
- Not seeming to listen when they are spoken to
- Lack of interest when story books are read to them
- Inability to understand complicated sentences
- Inability to follow verbal instructions
- Parroting words or phrases (echolalia)
- Language skills below the expected level for their age
Information provided by: http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Receptive_language_disorder?open
Curricular modifications or adaptations:
Art classes can be encouraging for students with Receptive Language Disorder. It provides students with visual cues rather than written languages. However, instructions might be hard for the students to understand, so teachers need to make adjustments in their lesson plans.
Image work: While working with images students can exercise their ability of putting larger concepts into drawings, paintings, photography, clay, and etc... From those images students with Receptive Language Disorders can try to explain to the class their thoughts and ideas. One main problem is to get students to focus on the task at hand. The way to treat that is to monitor the students in the classroom while they are working on their projects by giving them suggestions and positive feedback.
Peer sharing: Peer sharing during class can build up interaction between the students in the classroom. In art class it allows the movement of artistic ideas. Peer sharing also helps students with Receptive Language Disorder, because it allows the students to see language expressed not only from their teacher’s point of view but also their peers. This activity allows students to be socially active. Limiting the peer art work discussions to only positive feedbacks can build up self-esteem for Receptive Language Disorder students who have social problems.
Instructions: Giving students with Receptive Language Disorder can be a challenge. Incorporating images and diagrams in the worksheet can be very helpful for these students. Teacher can also slow down their pattern of speech while explaining actives to these students. The key is to simplify instructional language for students with Receptive Language Disorders. Asking for the students feedback can confirm the student’s understand of the activities.
a.1)http://www.stutteringhelp.org/Default.aspx?tabid=708 is a site called the “Stuttering Foundation”, and this particular page is a handout for teens about the myths and facts of stuttering. This site also has a list of recommended readings and sections for teachers, doctors, parents, teens etc. 2)http://www.nidcd.nih.gov/health/voice/stutter.htm the National Institute for Deafness and Other Communication Disorders is one of the National Institutes of Health in the US focusing on research and health information. Statistics have an American bias, but still a great scientific resource. 3)http://www.asha.org/public/speech/disorders/stuttering.htm another American site, but more specific to speech and language disorders. It has a helpful section on “What can I do to communicate better with people who stutter?” 4) http://en.wikipedia.org/wiki/Stuttering This is obviously not the most reliable source, but it is wonderfully condensed and efficient as far as finding the characteristics and treatments. 5) http://kidshealth.org/parent/emotions/behavior/stutter.html is from the kidshealth website which provides information about the health, behavior, and development of children from birth to adulthood. It’s run by the Nemours Foundation, which is a not-for-profit organization (Jacksonville, Florida) that is dedicated to improving the health and wellbeing of children. b.1) http://www.caslpa.ca/english/index.asp Canadian Association of Speech Language Pathologist and Audiologist is an online resource where one can find professionals in their area. (613) 567-9968 / 1-800-259-8519 in Ottawa 2) www.bcaslpa.ca BC Association of Speech and Language Pathologists, Suite 402, 1755 West Broadway Vancouver, BC V6J 4S5 1-877-BCASLPA (222-7572) 3) http://www.bcaps.bc.ca/ BC Association of People who Stutter. 12674 15th Avenue, White Rock BC V4A 1K3 1-888-301-2227 call Tel: (604) 792-1199 for support group info in specific areas 4) http://www.stutter.ca/ Canadian Stuttering Association 1-888-STUTTER (788-8837) 5) http://www.istar.ualberta.ca/ Institute for Stuttering Treatment and Research, University of Alberta, Phone: (780) 492-2619
continued... c. Stuttering, or stammering, is a fluency disorder, where a person’s flow of speech is interrupted by involuntary repetitions or prolongations of words or syllables, and/or pauses of no sound at all. Stuttering symptoms can vary in severity and effect sufferers socially and emotionally. There is no correlation between stuttering and intelligence and anxiety does not cause stuttering, however social anxiety, low self-esteem, nervousness and stress can develop as a result of experiencing this disorder and, in turn, can worsen the problem. Stuttering, or stammering, can be treated most successfully in young children. There is no cure but the earlier it is treated the less it will affect communication skills, interpersonal relationships and self esteem. Students should be referred to a speech pathologists for evaluation and treatment, to learn coping strategies and techniques to increase fluency. d. Teachers can help students use the techniques they have learned in speech therapy and to gain much needed confidence from positive feedback and reinforcement. Communication with the student’s speech pathologist is important. There are also skills students can practice at home independently, with parents or with peers before class. Teachers should be patient, positive and encouraging and not finish student’s sentences or tell them to relax or slow down when they are having trouble. Art class may be an opportunity for students who are self conscious about their stuttering to express themselves visually as opposed to orally. As a teacher it may be important to talk with the student one on one to discover ways that they would like to express themselves without the anxiety associated with describing their work in front of the class. g. Famous people who stutter(ed): Winston Churchill, Marilyn Monroe, James Earl Jones
a) http://www.nidcd.nih.gov/health/voice /stutter.htm
A great resource about stuttering. Includes information to answer the “what, who, how” questions. Non-technical, easy to understand. Intended for parents, researchers and curious individuals.
b) http://www.stutter.ca/research.html
Provides education and resources for families and friends of people who stutter. Offers advice and support such as self-help groups and treatment options. Releases education and resources through news media to provide educational materials and programs for professionals, teachers and employers. Explains stuttering and its possible causes. Intended for all applicable individuals to read.
c) http://www.speakeasycanada.com/
Speak Easy Inc. is Canada’s registered charitable organization for people who stutter. Provides information and support to adult stutterers, parents of stuttering children, professionals in the field and general public. Also illustrates four stages of life with a stutter. Intended for a wide readership.
Features a short documentary movie on stuttering. Enjoyable to watch.
2. Local contact information:
a) British Columbia Association of People who stutter 12674 15th Ave White Rock, B.C V4A 1K3 Toll Free: 1-888-301-2227 Email: maustinson@shaw.ca Website: http://www.bcaps.bc.ca /contact.html (go to website for regional support groups)
b) Avery Fluency Services #400 – 1338 West Broadway Vancouver, B.C V6H 1H2 (604) 714-0945 Email: averyl@interchange.ubc.ca Website: www.averyfluency.bc.ca
c) Able Care Speech Clinic SLP Richard Green 2110 East 3rd Ave. Vancouver, B.C V5N 1H8 (604) 254-8648 Email: greenrichard@shaw.ca
3. Identification of Dyslexia:
Fluency Disorder is when the pattern of the rate and flow of a person’s speech has interruptions so frequent, that the speaker cannot be understood. Stuttering is a speech disorder in which sounds, syllables, words are repeated or prolonged, disrupting the normal flow of speech. These speech disruptions may be accompanied by struggling behaviours including rapid eye blinks or tremors of the lips. Stuttering causes difficulty in communicating with other people which often affects a person’s quality of life.
Symptoms of stuttering can vary in different activities. For example, speaking before a group or talking on the telephone may increase a person’s stuttering compared to when singing, reading, or speaking in unison which may decrease a person’s stuttering. Students who stutter may: - repeat excessively words or phrases - repeat sounds and syllables more often - increase in prolongations of words - have speech that starts to be difficult and strained - have increased facial tension or tightness in speech muscles - result in vocal tension resulting in rising pitch or loudness - avoid situations that require talking - change a word for fear of stuttering - have facial or body movements along with the stuttering
Stuttering is usually diagnosed by a speech-language pathologist (SLP) who is a health professional trained in testing and treating individuals with voice, speech and language disorders.
How the teacher can help with a stuttering child: - contact and work closely with SLP - speak to the child’s parents to gain insight into the child’s stuttering and determine a cooperative approach - keep the child talking so that he/she experiences positive speaking situations - refrain from advice such as “slow down”, “start over”, “take a breath”. Let him/her finish her sentence - praise the child for participating verbally in classroom activity. Praise what they say, not how they say it - maintain eye contact with the child and present a relaxed body-language - model good speech and language skills (slow and relaxed) - provide practice opportunities - do not impose a sense of “time-pressure” on the child’s speaking situations - repeat back the content of what the child said. This will ensure understanding and reduce the child’s negative memory of this disfluency - talk with the student privately about his/her speech difficulties; stress that his/her speech will improve with practice - encourage the student - be positive - accept the child as any other students in the class - be a good listener - when appropriate, educate other students in the class about speech disorders and about acceptance and understanding - if reading aloud, turn taking exercise is planned, call on the child first to decrease anticipation - phrase the questions to only require a yes/no answer or short phrase until ready for more complex answers. This allows the child to experience success speaking and at the same time have her knowledge tested - if expect a substitute, prepare him/her for the child’s special needs
5. Interesting Facts / Research:
Stuttering is a genetic disorder. About 60% of those who stutter have a close family member who stutters. People who stutter process language in different areas of the brain. And there's a problem with the way the brain's messages interact with the muscles and body parts needed for speaking.
Scientists are using brain imaging tools such as Positron Emission Tomography (PET) and Magnetic Resonance Imaging (MRI) scans to investigate brain activity in people who stutter. Researchers are looking at brain imaging as a way to treat people who stutter. They are studying whether stutterers can learn to recognize, with the help of a computer program, specific speech patterns that are linked to stuttering and to avoid using those patterns when speaking.
Communication Disorders - Expressive Language Disorder Rajni Sangar - English
http://www.umm.edu/ency/article/001544.htm University of Maryland Medical Center created this website. It describes expressive language disorder as being common in children (3-10%). The website outlines what expressive language disorder is in a way that everyone can read and understand it. The website includes expectations and complications such as learning problems, low self esteem and social problems that come with expressive language disorder. The site includes a small section on treatment that could be useful for secondary teachers.
http://www.minddisorders.com/Del-Fi/Expressive-language-disorder.html The information on this website is compiled by the encyclopaedia of mental disorders. This website is easy to read. Moreover, it makes distinctions between expressive language disorder and other disorders. The site also details how to diagnose the disorder. The treatment section includes tips for parents and teachers.
http://www.psychtreatment.com/mental_health_diagnosis_expressive_language_disorder.htm This website states of who is able to make a valid diagnoses of expressive language disorder. Although many may be able to recognize the disorder, only trained professionals can diagnose it. The website lists the criteria for diagnosis.
http://www.childspeech.net/u_iv_h.html This site describes what expressive language disorder is while including how to distinguish it from other disorders. Moreover, unlike other websites, it provides specific examples of problems that children with expressive language disorder may have. This site explains that expressive language disorder ranges in it being evident in children. Some children show signs of it earlier than others.
http://kidshealth.org/parent/system/ill/speech_therapy.html# Many websites recommend speech-language therapy for children with expressive learning disorder. This website defines what speech-language therapy is and ways to help children. It is easy to access and explains the importance of finding a good speech-language therapist that could be recommended by a doctor or a teacher.
http://www.youtube.com/watch?v=BnRNeDtme0g I found this video interesting. The girl in the video is Sariah, age 10. She has expressive language disorder. The video shows her speaking while including important information on the disorder as captions.
Contact Information http://www.bcaps.bc.ca/clinics.html - list of private clinics of speech pathologists in the area Special Education Technology - BC 105-1750 West 75th Avenue, Vancouver, B.C. Tel: (604) 261-9450 Columbia Speech & Language Services Inc. Fairmont Medical Building 750 West Broadway Suite 1316 604-875-9100
Communication Disorders - Expressive Language Disorder Part 2 Rajni Sangar
There are two types of expressive language disorders – developmental and acquired. Children usually have developmental expressive language disorder. Causes are unknown. Developmental may develop from malnutrition while a mother is pregnant or while a child is growing. Acquired expressive language disorder occurs through some kind of traumatic brain injury.
Children with expressive language disorder are able to understand speech at the same levels of their peers and have the same intelligence. They may understand a word, but cannot use it in a sentence and cannot form complex sentences.
Only a trained health professional can diagnose expressive learning disorder but teachers and parents can recognize it. The test must require verbal replies. Hearing may also be a factor. More importantly, children who speak a different language at home should be tested in that language as well.
Although most websites recommend having a speech-language pathologist, teachers can play an important role in helping students with expressive language disorder. Teachers can help students by modifying the curriculum for students with expressive language disorder. Teachers can give these students less complicated books or sentences to study. Also, when working with their writing make it a process. Help them build their writing slowly one step at a time. Encouraging students to repeat back what you said could also help. Incorporating games or activities that students can work together to build sentences such as words on separate papers and putting them together to form sentences.
A. http://www.cdaac.ca/ This is a communicative disorders assistant association of Canada website. It has online newsletters that contain current information, but unfortunately, you need to be a member to have an access to it. This association has workshops conferences and Canadian resources and links to other disorder associations.
B. http://www.bcaps.bc.ca/clinics.html This is the BC Clinics and Private Practices website. They are a non-profit, voluntary association that are committed to increase public awareness of stuttering. They encourage and assist support groups in BC who stutter and advocate for improved accessibility and availability of stuttering treatment programs for BC residents. This website has BC clinics contact information as well as links to other web sites about stuttering.
C. http://en.allexperts.com/q/Speech-Disorders-987/ This is a website that established the very first large-scale question and answer service on the net. It was created in early 1998 and has thousands of volunteers, including top lawyers, doctors, engineers, and scientists, waiting to answer questions. There are a lot of questions regarding speech disorder are with posted answers.
D. http://jslhr.asha.org/ This is a speech, language, and hearing research website. They publish information regarding studies of the processes and disorders of hearing, language, and speech and the diagnosis and treatment of such disorders. It has a quick search section where one can type any question on the bottom of each web page. It stores articles from 1936 to the present.
E. http://www.bcaslpa.ca/ This is a BC association of speech and language pathologists and audiologists’ website. They represent the interests of the professions of speech and language pathology and audiology and promote the highest quality of service for the communicatively impaired in BC. It has resources and information for finding private practitioners as well as job postings for pathologists and audiologists.
2. Local contact info:
BCAPS 12674 15th Avenue White Rock BC, V4A 1K3 Phone: 1-888-301-2227 Fax: (250) 764-2581 Email: maustinson@shaw.ca http://www.bcaps.bc.ca/index.html
BC association of speech and language pathologists and audiologists 402 - 1755 West Broadway Vancouver BC, V6J 4S5 Phone: 604-420-2222 Fax: 604-736-5606 Toll Free: 1-877-BCASLPA (222-7572) Email: bcaslpa@telus.net http://www.bcaslpa.ca/
3. Children with speech sound disorders cannot produce speech sounds, cannot correctly produce specific speech sounds or cannot use speech sounds correctly when they do produce them. Many children grow out of these difficulties naturally, though some may need more help to improve their speech and language skills. The causes of speech sound disorders vary and in many cases the cause is unknown. Known causes of speech impediments are hearing loss, neurological disorders, brain injury, mental retardation, drug abuse, physical impairments, vocal abuse or misuse. Speech therapy is very often the first option for treating speech sound disorders. Speech therapy is the therapeutic treatment of speech difficulties and disorders. It is generally private and only involves the child and his or her therapist, though parents may be involved as needed. Children who have speech sound disorders very often benefit from speech and/or language therapy.
4. Teachers should be aware that children with speech disorder may be teased or bullied for not speaking properly and therefore should remain vigilant against such situations. Encouraging verbal communication and understanding a student will help make the class feel more connected to the students with this disorder. Engaging in particular activities like reading and comprehension exercises, tongue twister activities, clapping and rhyming games, and reading aloud. As children with speech disorder take a longer to say things, be patient with them and give them enough time.
Stuttering 1. Annotated Bibliography: • http://www.stutter.ca/ o Our national association for people who stutter. This site offers information on national events and support contacts for people who stutter. • www.bcaps.bc.ca o British Columbia’s association for people who stutter. This site is much more specifically targeted to people from our community. Offering not only information on clinics in B.C., this site also organizes events such as camping trips, so that those people who have a stutter can feel comfortable in situations where they have support from individuals with the same condition. • http://www.speakeasycanada.com/ o A support site for people who stutter. This registered charitable organization for people who stutter offers information for parents of children who stutter, provides tips for teachers with stuttering students, and gives general advice to people who are in relationships with stutters. • http://www.stuttering-answers.com/Stuttering-Treatment-in-USA-&-Canada.html o This site, as is clear from its domain name, offers answers to all things related to stuttering. Not only does this site provide lists of books, support groups, articles, audio/visual materials, and treatment centers, but it also categorically lists nearly a dozen different categories of people whom it might deal with people who stutter and it goes on to provide advice to each of those peoples (including teachers) • http://www.istar.ualberta.ca/html/s6_1.html o This is the website of the Institute for Stuttering Treatment and Research. Like the sites mentioned above, istar offers advice and information about stuttering. The site also provides a pdf with information for teachers and parents. Istar also offers workshops that people can sign up for on the website, making it a powerful tool for teachers who have students with this disorder. 2. Contact Info: British Columbia Association of Speech-Language Pathologists and Audiologists 402 - 1755 West Broadway Vancouver, BC, V6J 4S5 Phone: 604-420-2222 Fax: 604-736-5606 Toll Free: 1-877-BCASLPA (222-7572) Institute for Stuttering Treatment & Research Suite 1500, College Plaza 8215 - 112 Street Edmonton, AB Canada T6G 2C8
Phone: (780) 492-2619 Fax: (780) 492-8457 E-mail: istar@ualberta.ca British Columbia Association of People who Stutter (BCAPS) mailing address: 12674 15th Avenue, White Rock BC V4A 1K3 1-888301-2227
Stuttering Part 2: 3. “When a person repeats (“bu-bu-bu-but”) or prolongs (“Mmmay I…”) more sounds than usual, hesitates abnormally between sounds (“ba…sket”) or gets stuck on sounds, we usually say that person stutters or stammers. Symptoms may also include facial or body tension and movements, blinking and lack of eye contact. Sometimes meaningless words or sounds are used to help start speech (e.g., “Um,” “Like,” “You know”). These behaviours comprise the visible aspects of stuttering. What one does not see and hear are the invisible fears and anxieties that develop as a consequence of stuttering.... “Because speaking among a group of classmates can be painfully difficult for those who stutter, many children avoid the fear, embarrassment and frustration of trying to speak in class. They often feign ignorance, answer questions with one word or with a sign or a shrug, pretend they have left work at home rather than read it aloud, give an answer they know is wrong because they fear they will block on the right word, or hesitate so long that someone else steps in to answer for them. Some children will act like the class clown or indulge in disruptive antics to avoid speaking. Therefore a teacher may not even be aware that a student stutters.” - Taken from: http://www.istar.ualberta.ca/content/pdf/About%20Stuttering%20-%20Information%20for%20Teachers%20and%20Parents.pdf 4. This link (http://www.istar.ualberta.ca/content/pdf/About Stuttering - Information for Teachers and Parents.pdf) goes to a pdf file which contains 3 pages of advice on how teachers can assist students with a stuttering problem and incorporate them into the class room. Here are the six key points it recommends and expands upon in the pdf: 1. Foster development of an objective attitude toward stuttering in the child, and acceptance by classmates 2. Minimize time pressures and stress 3. Facilitate successful participation in classroom activities 4. Help children through difficult times 5. Update parents and speech-language pathologists 6. Early intervention
1. http://www.voiceproblem.org/introduction/index.asp A non-profit website funded through the Watergate Voice Foundation. Has a long sidebar containing a list of causes of voice disorders. Medically-oriented; helps with an initial diagnosis and outlines steps to take.
2. Canadian Language & Literary Research Network http://www.cllrnet.ca/abou t A think tank of 165 researchers at 37 institutions, with over 200 trainess and 100 partner organizations. Supports more than 40 projects annually that help teachers and practitioners.
3. The Hanen Centre http://www.hanen.org/web/Home/tabid/36/Default.aspx A training and research foundation that instructs teachers and families on how to help children with language delays or at risk for language delays. Focuses training on both social and literary skills.
4. http://www.healthline.com/galecontent/voice-disorders Describes various voice disorders and outlines the physiological differences which cause normal vs. abnormal voice production.
5. http://www.asha.org/public/speech/disorders/voice.htm American Speech-Language-Hearing Association. Though not a Canadian website, has some great resources explaining how children hear and talk, and what to expect from children in elementary school. Contains useful information for parents especially, including the difference between a language delay and a language problem.
b. Addresses and phone numbers
Canadian Language and Literary Research Network 1201 Western Road London, Ontario N6G 1H1 Canada Telephone: 519.661.3619 Fax: 519.661.4223 info@cllrnet.ca
Communicative Disorders Assistant Association of Canada 1800 Sheppard Ave. East P.O. Box 55009 Toronto, ON M2J 5A0 Phone: 416-544-3503 info@cdaac.ca
Canadian Association of Speech-Language Pathologists and Audiologists 920 - 1 Nicholas St. Ottawa, Ontario K1N 7B7 Phone: 613-567-9968 caslpa@caslpa.ca
School of Communication Sciences and Disorders McGill University Beatty Hall 1266 Pine Avenue West Montreal, QC H3G 1A8 Phone: 514-398-4137 scsd@mcgill.ca
American Speech-Language-Hearing Association 2200 Research Boulevard Rockville, MD 20850-3289 Phone:301-296-5700 actioncenter@asha.org
c. Characteristics of voice disorders -abnormality of volume, quality or pitch of speech -can be caused by vocal misuse or abuse, injury, deformity, or illness (asthma or allergies, or the more serious laryngitis or even laryngeal cancer... there are many possible causes) -since people have a range of voices, a voice abnormality is considered a problem if it may be a sign of a serious illness, or if it hampers understanding of speech to the point that communication/socialization are affected .
d. How to deal with the problem of voice disorders
-The three main treatments for voice disorders are medical treatments, voice therapy, and surgical treatments (www.voiceproblem.org/diagnosistreatments/treatment.asp) -A combination of treatments can be used if appropriate 1) Medical treatments: anti-reflux medicines can treat reflux laryngitis; an injected medicine called botulinum can help with voice disorders caused by muscle spasm (spasmodic dysphonia) 2) Voice therapy: Can help with long-term irritating injury to the vocal folds, resulting in lesions. Therapy can teach patients how to eliminate harmful voice habits so that the lesions get smaller or go away. Also used when voice misuse or abuse results in vocal fold scarring. 3) Surgery: Vocal fold lesions or abnormalities can be removed if they hamper vocal fold vibration. Laryngeal framework surgery can manipulate the voice box framework that improves vocal fold closure. Surgical injection of fat or other substances may add bulk to vocal folds for better vocal fold closure.
f. Famous people with voice disorders: -Robert F. Kennedy, Jr. had spasmodic dysphonia -So did Dilbert creator Scott Adams, and radio talk show host Diane Rehm
http://members.tripod.com/caroline_bowen/phonol-and-artic.htm Q&A webpage based on common questions about speech and language disorders.
http://www.asha.org/public/speech/disorders/SpeechSoundDisorders.htm American Speech-Language-Hearing Association diagnosis and treatment suggestions on speech disorders with special pages on articulation.
http://www.cslot.com/index.php?option=content&task=view&id=18 Center for Speech Language and Occupational Therapy: various definitions for speech disorders.
http://kidshealth.org/teen/diseases_conditions/sight/speech_disorders.html Kids Health organization’s page on treating speech disorders. Outlines various speech disorders and gives suggestions on working with them.
http://specialed.about.com/cs/exceptionalities/a/speech.htm About.com’s page on language and speech disorders provides a list of practices that could help with working with speech impaired students.
Local Resources:
Vancouver Coastal Health provides access to speech and language pathologists http://www.vch.ca/EN/find_services/find_services/?&program_id=2447 Vancouver Coastal Health Corporate Office 11th Floor, 601 West Broadway Vancouver, BC V5Z 4C2
Fraser Health Authority provides assessment of speech and language disorders and therapy. Fraser Health Corporate Office 300, 10334 - 152A Street Surrey BC V3R 7P8 http://www.fraserhealth.ca/your_care/mental_health_and_addictions/assessment_network_for_complex_developmental_behaivoural_conditions
Signs of Articulation Disorders: Articulation disorders involve the substitutions (slurred or replaced sounds), additions (extra syallables), omissions (missing sounds) and distortions (poor production of correct sound) of speech that can affect communication and understanding. Letters especially affected by articulation disorder are S, L and R.
Classroom Modifications and Adaptations for Articulation Disorders:
Create a quiet classroom environment where students can focus on their immediate usage of verbal communication. Speaking slowly can allow student to hear clearly the correct production of sounds which may benefit their own production. Be positive and support students without affecting the self-esteem.
Additional Information about Articulation Disorders:
Differences contributed to by language or ethnic backgrounds are not considered articulation disorders. Articulation disorders could be detected in some cases as early as age 2 or 3 months.
Annotated Bibliography http://www.asha.org/public/speech/disorders/AdultSandL.htm The American Speech-Language-Hearing Association website provides a list of common speech disorders, such as apraxia, dysarthria, stuttering, and voice disorders. For each disorder, a definition is given, diagnosis information is provided, and some treatment/management strategies are provided. This website would be useful for those seeking more information about a student with a recent diagnosis.
http://www.ninds.nih.gov/ The National Institute of Neurological Disorders and Stroke has a “Disorders A – Z” section, which can be searched. For the motor control disorders, such as apraxia, the site provides an extensive definition, treatment suggestions, and links. This website would be useful for those seeking more information about a student with a recent diagnosis.
http://www.caslpa.ca/english/resources/consume_info_facts.asp The Canadian Association of Speech-Language Pathologists has produced numerous fact sheets on the association and their work, speech and language milestones that children should be reaching, and various specific disorders. The material here is largely geared toward younger children, but may be useful for those in need of background information.
http://www.nidcd.nih.gov/health/voice/ The National Institute on Deafness and Other Communication Disorders “Voice, Speech, and Language” page provides good definitions of terms like “voice” and “language,” as well as informational pages on a variety of speech disorders, links to current research, and treatment program guidelines.
http://www.apraxia-kids.org/ Apraxia-KIDS is a website developed by The Childhood Apraxia of Speech Association of North America. It focuses on the speech disorder apraxia, and has extensive information on the symptoms of the disease, how to help children, and what to expect as they develop. Particularly of interest for teachers are the fact sheets on children with apraxia and the education system.
Contact Agencies and Support Groups The Canadian Association of Speech/Language Pathologist and Audiologists 920-1 Nicholast St. Ottawa, ON K1N 7B7 Phone: 1-800-259-8519 Fax: 613-567-2859 caslpa@caslpa.ca
The BC Association of Speech/Language Pathologist and Audiologists 402-1755 West Broadway Vancouver, BC V6J 4S5 Phone: 604-420-2222 Fax: 604-736-5606 admin@bcaslpa.ca
Characteristics There are a wide variety of speech disorders, including apraxia, cluttering, dysarthria, dysprosody, and stuttering. As such, there are also a variety of causes, including stroke, traumatic/acquired brain injury and other neurological conditions, physical impairment, and hearing loss.
Apraxia is characterized by a difficulty in sequencing the sounds in syllables and words, because the brain has trouble coordinating the muscle movements required to form particular sounds. People with apraxia often have difficulty imitating speech sounds, make many errors on an inconsistent basis, and speak quite slowly.
Dysarthria is a motor speech disorder that results from a slowing or paralysis of the muscles in the mouth, face and respiratory system (often occurring after a stroke or other brain trauma). Dysarthria is characterized by slurred speech, quiet speech (often just a whisper), and speaking very slowly. In other, cases, however, a person with dysarthria may speak quite quickly, but incoherently. Changes in tone and rhythm are also common.
Stuttering is a fluency disorder that is characterized by disruptions in the production of speech sounds. Stuttering is most often displayed through the repetition of words or parts of words, and by the prolongation of words or sounds within words. Repeated and frequent use of interjections such as “like” or “um” are also common.
Diagnosis of all speech disorders must be done by a certified speech-language pathologist (SLP). The SLP will observe the speaker under different conditions and working with different sounds, before a diagnosis (and subsequent treatment plan) are given.
Curricular Modifications and Adaptations It is critical that the teacher work closely both with the student’s caregiver(s) and SLP to develop a plan in the classroom. The teacher should be aware of the student’s speech goals, and together with the student develop a strategy for approaching speech in the classroom. Some key guidelines include: -providing adequate opportunities for the student to practice speaking in “low pressure” situations (one-on-one rather than in front of the class, for example) -allowing the student a lot of time to formulate words, never pressuring the student to speak to quickly -allow the student to finish his/her sentence without interrupting (don’t say, “Take your time,” just let the student finish) -focusing on the content of the student’s speech and praising the student for good ideas or insights, thus making speaking a positive experience.
Stuttering is a speech disorder which disrupts the flow of ones speech. The terms ‘um’, ‘ah’ and the repetition of other words is quite prominent. Furthermore, students also may find words take a longer time to pronounce or verbalize. Stuttering may occur more frequently in certain scenarios. For example, public speaking may make an individuals stutter more prominent than normal. Speech therapy can be used to help ones stutter.
Students with a stutter in the classroom should be given adequate time to speak. Furthermore, students and teachers alike should not interrupt the individual who is trying to verbalize something. During speaking activities (ie Presentations), students with a stutter could use visuals as a form of communication, rather than speaking for the majority of the time, having point form notes would help. Teachers should also consult with the students speech pathologist if necessary.
http://www.nidcd.nih.gov/health/voice/stutter.htm
Offers a good overview of speech issues. Offers advice/resources for stuttering therapy.
http://www.stuttering.com/
The website for The National Center for Stuttering. Offers treatment options, as well as diagnosis options for parents.
http://www.stutter.ca/research.html -Canadian Stutter Association -offers self help for individuals
http://www.speakeasycanada.com/ -charitable organization for people who stutter -offers advice for parents and others who listen to those with a stutter -good introductory website
www.brocku.ca/stutter/srlab.html
Stuttering research laboratory at Brock University. Offers direction for certain research that is ongoing. Has links to published material about stuttering. The research that is conducted is based more or less around the psychological and neurological aspect of the disorder.
Canadian Stuttering Association P.O. Box 3027 Sherwood Park, AB T8H 2T1 Phone: 1-888-STUTTER (788-8837) 416-252-TALK (252-8255) Email: csa-info@stutter.ca
Provincial Voice Care Program Phone: (604) 875-4204 Fax: (604) 875-5382 Mailing Address: Pacific Voice Clinic / Provincial Voice Care Resource Program G & L Diamond Health Care Centre Vancouver General Hospital 4th Floor, 2775 Laurel Street Vancouver, BC V5Z 1M9
British Columbia Association of People Who Stutter (BCAPS) 12674 15th Ave., White Rock, British Columbia, V4A 1K3 Contact: Tony Intas Title: Treasurer Toll-free: 1-888-301-2227
British Columbia Association of People Who Stutter - Vancouver Support Group Address: 67 Mott Cr., New Westminster, British Columbia, V3L 4L8 Contact: Mary Rose S. Labandelo Phone: 604-526-1735
1.http://www.cad.ca/en/ Canadian Association of the Deaf is a website that provides consultation and information on Deaf needs and interests to the public, business, media, educators, governments and others. The site includes news and events, deaf issues and projects and programs geared towards the Deaf. The CAD site also has resources and links as well as terminology definitions.
2.http://www.chs.ca/ The Canadian Hearing Society website is about creating awareness so people who are deaf are respected, can have full access to communication and be able to participate without social, economic or emotional barriers. The CHS site offers many programs and services to meet the needs of people who are Deaf. The site also offers lots of information and facts in several areas such as access and accommodations, adjusting to hearing aids, noise and noise-induced hearing loss, and much more. The site also has links for making donations and becoming a member as well as an online store.
3.http://www.gvad.com/ Greater Vancouver Association of the Deaf website is an organization for the Deaf. It promotes awareness and helps to foster the social, cultural, educational, and recreational activities of the Deaf. The site offers a membership which will allow you to be eligible for the community news and get discounts on events and workshops. The site offers a lot of information for Deaf as well as info on ASL. It also has links to their events, resources, and includes a youth page to try and get youth involved.
4.http://www.bcdeafsports.bc.ca/links/links.html British Columbia Deaf Sports Federation website is about promoting awareness and acceptance of Deaf athlete nationally and provincially. The site provides services and support in areas of competition, training, counseling, and administration. The site is geared toward all Deaf and Hard-of Hearing athlete and providing them with a variety of sport opportunities in which they can participate. The site includes a list of events, a photo gallery, links, and a newsletter.
5.http://www.deafchildren.bc.ca/ The Deaf Children’s Society of B.C. is a not-for-profit agency that provides resources, programs, support and information to families with deaf and hard of hearing children from birth to age five. The site provides links to resources, donating, and events.
Contact Agencies:
British Columbia Deaf Sports Federation #254-3820 Cessna Drive Richmond, B.C. Tel: 604-333-3606
Greater Vancouver Association of the Deaf 2125 West 7th Avenue Vancouver, B.C. Tel: 604-738-4644
Deafness is defined by the extent of loss of functional hearing and by dependence upon visual communication. A person is deaf when they are completely or partially lacking the sense of hearing and need to use visual communication. Also a person who cannot understand speech (with or without hearing aids or other devices) using sound alone is deaf. People who are deaf rely on visual communication which could include sign language, lip-reading, speech reading, and reading and writing. The implications of a hearing loss vary from person to person and are related to the individual’s circumstances, thus making it difficult to define and classify deafness.
Classroom Modifications and Adaptations:
Teaching PE: As a PE teacher I would make sure to use a lot more visual cues. When teaching a new skill or explaining an activity I will use demonstrations and hand out written instructions. To get the students attention, instead of just using auditory cues I would use visual cues. I could raise a hand and once students see this they will have to raise their hand as well and stop what they are doing. Also, I think it would be important to set up a few visual cues with the student before class, so they would have a general understanding of what’s going on. Also I would establish a predictable routine so the student will be able to follow easier. I think it would also be important for the other students to get involved and help demonstrate when needed.
Teaching Social Studies: In a social studies classroom I would also make sure to use a lot of visuals. I would provide visual outlines and do demos whenever possible. I would have the student sit in close proximity to me so it is easier to see how the student is doing. If the student can lip-read or hear a little bit then having them sit close to the teacher will help. Also I would make sure the doors are shut and that the class noise level stayed down. When doing class work I would more likely make smaller groups so it is easier for the student to follow and be included. If the student had an interpreter or aid I would make sure to communicate with them to make sure the student understands.
Famous People who are Deaf: Heather Whitestrone McCallum, the 1995 Miss America
Communication Disorder : The process of understanding a spoken language entails these skills: Hearing, Vision, Attention, Speech sounds, Memory, Word processing, and grammar knowledge.
Receptive Language Disorder: The student does not understand what someone is saying to him/her, although the student is a fluent talker. They do not understand the processes used to understand their spoken language. Some signs can be impairment of language or stuttering. The student is often embarrassed of their confusion of language, so they may try to appear invisible by saying very few things in your classroom, hoping to not be noticed.
This disorder is challenging to fix when giving an instruction. The teacher gives an instruction to the student and the student repeats it, but does not understand what the instruction is. Their difficulty of understanding what is said to them can be a crucial component in the classroom. This can be a direct result from a brain trauma or fetal alcohol syndrome.
As an Art teacher candidate I would include visual components and possibly gestures to show the instructions for the project. I would also write down exactly how to do the assignment and photocopy a handout with the instructions written on it with visual diagrams of the “how to” so that the students may go back and replicate the instructions.
Contacts: Able Care Speech Clinic SLP Richard Green 2110 East 3rd Ave. Vancouver, B.C V5N 1H8 604- 254-8648
Columbia Speech & Language Services Inc. Fairmont Medical Building 750 West Broadway Suite 1316 604-875-9100
Fraser Health Authority provides assessment of speech and language disorders and therapy. Fraser Health Corporate Office 300, 10334 - 152A Street Surrey BC V3R 7P8
Jordan Turner Oct, 6th 2009 EPSE 317, Sec 305 Dr. Liz Bredberg
Resource Notebook: Communication Disorder: Deafness a. Anotated Bibliography: http://www.cad.ca/en/ The Canadian Association of the Deaf provides consultation and information on Deaf needs and interests to the public, business, media, educators, governments and others. They conduct research and collect data regarding Deaf issues; issue reports on these studies; and provide expertise on them; develop and implement pilot programs. They also offer assistance to Deaf organizations and service agencies across the country, and also provide a major library and resource centre on deafness at our office in Ottawa, Ontario.
http://www.deafchildren.bc.ca/ The Deaf Children's Society of BC (DCS) is a not-for-profit agency that provides resources, programs, support and information to families with deaf and hard of hearing children from birth to age five. Using a family-centred approach, the professionals at the Deaf Children's Society offer their expertise and guidance as families navigate through choices for speech, language, education and communication.
Located in Burnaby, British Columbia, Canada, the Deaf Children's Society provides services and programs to residents of BC. Beyond that, they are available for consultation for anyone seeking information on sign language, hearing loss, education of the deaf, speech-language issues of young deaf children and other areas of early intervention.
http://www.gvad.com/ The Greater Vancouver Association of the Deaf (GVAD) is an organization of the Deaf, hard-of-hearing, parents of Deaf children, hearing people and friends. The purposes of the GVAD are; to promote all matters of the welfare of the Deaf, to foster the social, cultural, educational, and recreational activities of the Deaf, to affiliate and serve with provincial, regional and national organizations of the Deaf and hard of hearing, to ensure that the activities of the society always be intended to contribute positively to the Greater Vancouver area or to any other district within the society’s areas of operation.
http://www.deafoutreachbc.ca/ This site is designed to support Deaf/deaf and hard of hearing students, teachers, parents, and other paraprofessionals working with D/HH students throughout the Province of British Columbia. Their goal is to provide access to general information about deafness, hearing loss, relevant resources, professional development and a venue where an exchange of experiences, ideas and resource materials can occur. This program, hosted by the Burnaby School District, is funded directly by the British Columbia Ministry of Education. The Program services students, whose preferred mode of communication is American Sign Language (ASL), signed supported speech (SSS) and/or spoken communication.
http://www.vcc.ca/programs-courses/detail.cfm?div_id=4&prog_id=42 This is the VCC Deaf and Hard of Hearing program At VCC where there are a variety of courses for deaf and hard of hearing students. These courses include but are not limited to: American Sign Language, Bridge English Lower Advanced English, Lower Beginner English, Lower Intermediate English, Pre-Intermediate English, Sign Language Skills, Speechreading Upper Advanced English, Upper Beginner English, Upper Intermediate English. This is of necessary knowledge to teachers who teach deaf high school students in order to potentially motivate them into pursuing a variety of higher education.
b. Contact Names, Numbers, Addresses: Local, Provincial, Fedral
1.The Greater Vancouver Association of the Deaf (GVAD) 2125 West 7th Avenue Vancouver, BC Fall hours: The GVAD office is open this fall but we do not have regular office hours. Feel free to contact us to make an appointment to come in or for more information. TTY: 604-738-4644 Fax: 604-738-4645
2.Canadian Association of the Deaf Suite 203, 251 Bank Street Ottawa, ON K2P 1X3 Voice: +1 (613) 565-2882 TTY: +1 (613) 565-8882 Fax: +1 (613) 565-1207 info@cad.ca
3.The Deaf Children's Society of BC (DCS) Hours of Operation: 8:30AM-12:30PM, Monday to Friday Other hours by appointment only 200-7355 Canada Way Burnaby, BC V3N 4Z6 Phone: 604 525 6056 tty: 604 525 9390 fax: 604 525 7307
BC Provincial School for the Deaf Burnaby School District 325 Kincaid St. Burnaby, BC V5G 1W2
c. Disorder Details for Teacher use: A hearing impairment or deafness is a full or partial decrease in the ability to detect or understand sounds, caused by a wide range of biological and environmental factors.
d. Curricular Modifications and Adaptations and Suggestions: Once there is a student who is deaf or hard of hearing in your classroom, you must first discuss with the student what accommodations can be made for that student in the program. Then you can determine how you can modify the environment for the student through physical, instructional and social means.
Physical Modifications: -Seat students near the teacher or a person who is presenting the information. -Seat students where they can use their residual hearing and where there are the least amount of distraction. -Seat students where they can see other students for class discussions. -Seat students where they can see the interpreter, the teacher and the visual aids in the same line of vision. -Physical environment accommodations can be made depending upon the students' need, which are: "acoustical ceiling tiles, carpeting, thick curtains, rubber tips on chair and table legs, and proper maintenance of ventilation systems, lighting, doors, and windows." These help to reduce the unnecessary and distracting noises in the classroom.
Pre-instructional Considerations: -Make sure that there is enough lighting in the classroom. Also, think about which lighting is appropriate for the student who has an interpreter when the room has to be darkened due to the use of overhead projectors and televisions. -Provide visual reminders whenever possible, i.e. how much time is left to do an assignment. -When planning, try to use cooperative activities to involve the students in the classroom as much as possible. Also, be sure to include a section on provisions for the deaf and hard of hearing students in your lesson planning. -Use the overhead projectors as much as you can so that the students can see you and the visual aids at the same time. -Homework assignment books for the students would be helpful for both teacher and students to ensure that they understand their assignments.
Curriculum Modifications: -Make sure students are paying attention. -Keep your directions when doing an activity or assignment clear and concise. -Keep your face visible to students -- avoid walking around the classroom, turning your back to the students and standing in front of bright lights. -Use gestures and facial expressions when possible. -Check for students' understanding and encourage them to ask questions for clarification. -Repeat comments of other speakers in the classroom during discussion. -Preview new vocabulary and concepts before presenting new information in class. -Use a variety of visually oriented presentations. -Emphasize the main points in your presentations. -Provide summaries, outlines, or scripts to students when viewing the videotapes or films.
Social Modifications: -Help students to understand the nature of hearing loss by explaining how to communicate and what to do. Allow the deaf and hard of hearing students explain how to do these things if they are comfortable doing so.
e. First Aid precautions: Problem: Possible communication barriers may arise in emergency situations between the deaf and first responders or other concerned individuals. Potential Solution: Both first responders and the deaf should be made aware of this and develop strategies in order to prevent confusion. Both parties could become familiar with the American Sign Language (or ASL, Ameslan) sign for both ‘help’ and ‘deaf’. Similairly, first responders could have embedded American Sign Language (or ASL, Ameslan) speakers within their team. f. Specific Items from my school district. http://south.sd41.bc.ca/ The British Columbia Provincial School for the Deaf (BCSD)
The British Columbia Provincial School for the Deaf is located within Burnaby South Secondary School. The entire school building is equivalent to three football fields in size. The facilities at Burnaby South provide our deaf students many different benefits including being able to join hearing classes with the aid of an interpreter. If appropriate, deaf students can also stay in the British Columbia Provincial School for the Deaf with a teacher for the deaf. Students also have access to all the latest communication and computer technology in their classrooms. The British Columbia Provincial School for the Deaf is a K to 12 program with Grades 8 to 12 at Burnaby South Secondary while Grades K to 7 are at South Slope Elementary School.
David Diamond – Headlines Theatre http://www.headlinestheatre.com/
BCASLPA (BC Association of Speech/Language Pathologists and Audiologists) http://www.bcaslpa.ca/
In the theatre classroom: Phonation/Resonance: • Preventing misuse or habitual abuse to the student’s voice • Projection exercises • Breathing exercises and actor’s yoga • Throat relaxation exercises • Keep a log to record instances of dysfluency and the activities occurring with the student and class • For stuttering students – reduce the stress and create an accepting environment (Rule #1 for a Theatre classroom is: INSTILLING TRUST) o Get the students to work on group exercises where responses don’t have to be individually generated Possible exercises: • “Magic Mover” • “Stylized Tag” • “Fantasy Trip” • Lots of rehearsal (Repetition) • Audio/Video recording their speech and listen for errors • Role play strategies for dealing with specific people or situations Use David Diamond concepts or Theatre of the Oppressed
Language Disorders: • Use Naturalistic Techniques and Simulated Real-Life Activities to increase language use • Cloze activities • Emphasize problem solving • The “What Are You Doing?” game • Role play and improv games “Entrances & Exits (revolve around an activity/task • Use of props – telephones/microphones • Incorporate music • Name Games – “I’m packing for a trip” and “In Grandma’s kitchen” • Classroom set up: standing/sitting in a circle
Expressive Language Disorder 1. Annotated Bibliography a. http://www.healthlinkbc.ca/kbase/topic/special/hw265266/sec1.htm Health Link BC. This site gives some basic information about what you should expect in speech development; from this site might be able to help guide you in deciding whether or not you should take your child to see a physician regarding their speech development. One thing of course to keep in mind are the dangers of self-diagnosis through an internet education; websites of course cannot diagnosis. However, this site would be a helpful tool in helping readers to understand typical speech and language development.
b.http://www.audiospeech.ubc.ca/htdocs/research/childlang.htm School of Audiology and Speech Sciences. This University of British Columbia site discusses current studies; I think that the link to child phonology, phonetics, and language acquisition would be particularly helpful when considering expressive language disorder, because it would help the reader better understand how oral language is meant to develop, and then compare that to how oral language develops in a person with expressive language disorder.
c. http://www.uwo.ca/fhs/ASLD/current_studies.html Autism Spectrum and Language Disorders Lab. I like this site because it is an academic site, and because it offers information on ongoing research, keeping those wanting and needing to be educated on language disorders current, and offers opportunities for people wanting to get involved in research studies. The downside to this is that the research is based in Ontario, which would be a challenge for British Columbians to actually get involved in their research.
d.http://www.caslpa.ca/english/index.asp Canadian Association of Speech-Language Pathologists & Audiologists. This site is primarily meant for health professionals, but it also offers resources for those needing the services of health professionals through their National Database, in which you can search for medical speech-language pathologists in the relevant geographical area.
e.http://www.minddisorders.com/Del-Fi/Expressive-language-disorder.html Encyclopedia of Mental Disorders. This site offers: expressive language description, different symptoms, demographics, treatment, prognosis, prevention, and resources. The information is offered clearly and concisely, and would be easy for someone outside of the medical expertise to understand.
2. Resources a. Barbara Burnet SLP 405-1475 Comox Street Vancouver BC V6G 1N9 (604) 688-4876 Email: burnet@shaw.ca b. Able Care Speech Clinic SLP Richard Green 2110 East 3 Avenue Vancouver BC V5N 1H8 (604) 254-8646 Email: greenrichard@shaw.ca c. Columbia Speech & Language Services For information contact Wendy Duke, Speech Language Pathologist Suite 1316 -750 West Broadway Vancouver, BC V5Z 1J3 Tel (604) 875-9100 Fax (604) 875-9130 Email: cslsi@telus.net Website: www.columbiaspeech.com d. Family Support Institute 227 6th Street New Westminster, BC V3L 3A5 604-540-8374 1-800-441-5403 www.familysupportbc.com e.Karen Derry Communication Connection for Children and Adults Coquilam, Port Coquitlem, Porty Moody, Vancouver, Burnaby BC (604)789-7673 kderry1@shaw.ca .
3. Description There are two kinds of language disorder: developmental, which appears during childhood, and acquired, which occurs as a result of damage to the brain. While there is no known cause for the developmental form of expressive language disorder, the acquired form is usually a result of injury sustained during a stroke or seizure, or some other brain injury. Expressive language disorder is manifested in the difficulty of the putting coherent sentences together. Those with expressive language disorder are just as intelligent as someone without it, but they cannot adequately express themselves, making it difficult to contribute their thoughts and ideas in classroom discussions. It is often difficult to diagnose expressive language disorders, because it is difficult to evaluate someone, when they cannot express their understandings with words; it is difficult to determine whether the person being evaluated is in fact suffering with expressive language disorder, or some other mental disability.
4. Strategies for Teaching Students with Expressive Language Disorders As teachers we need our classrooms to be safe environments for all students we do not want them to feel anxious or uncomfortable, worrying that we might call on them and they won’t be able to answer us. There are many ways to help kids with expressive language disorders be involved in class without experiencing anxiety, facilitating their learning: to use other forms of evaluation other than in-class discussion like different writing exercises, to give plenty of time for students’ responses so that they do not feel anxiety over having to answer quickly, and to allow students with expressive language disabilities to participate in discussions in ways other than orally expressing themselves, like by writing-out their thoughts on a class discussion and handing them in after class
a) www.asha.org provides parents and educators with valuable information and resources on communication disorders
www.caslpa.ca gives the public information on the practice of speech-language pathology and audiology in Canada, and provides useful links to other websites
www.cafccd.com has a wonderful array of resources, related links, personal stories, supports, and information on children with communication disorders as well as on children’s activities
www.cafccd.com/lanark has resources, information, chat room, plus excellent related links for education and families, and superb kid links
www.mnsu.edu/comdis/kuster2/welcome.html has an excellent list of internet sources related to all types of communication disorders. A teacher will be able to find valuable information and strategies on all communication disorders
b) Communitative disorders assistance association of Canada
c) Deafness is the inability to hear sound. It has many causes and can occur at any age. People can go deaf suddenly as a side effect of a virus, or lose their hearing over time because of disease, nerve damage, or injury caused by noise. About 1 in 800 babies is born deaf, often because of genetic factors. Over two million people in North America cannot hear at all, and are considered profoundly deaf. Another 30 million have serious hearing problems.
Characteristics Found in the Classroom:
Difficulty following verbal directions
Difficulty with oral expression
Some difficulties with social/emotional or interpersonal skills
Will often have a degree of language delay
Often follows and rarely leads
Will usually exhibit some form of articulation difficulty
Can become easily frustrated if their needs are not met which will lead to some behavioral difficulties
Sometimes the use of hearing aids leads to embarassment and fear of rejection from peers
d) Many students with hearing disabilities will have some form of specialized equipment recommended by the audiologist - help the child to feel comfortable with his/her device and promote understanding and acceptance with other children in the class
Remember that devices DO NOT return the child's hearing to normal
Noisy enviroments will cause grief to the child with a hearing device and noise around the child should be kept to a minimum
Check the device often to ensure it is working
When using videos - make sure you get the 'closed captioned' type
Shut classroom doors/windows to help eliminate noise
Cushion chair bottoms
Use visual approaches whenever possible
Establish predictable routines for this child
Provide older students with visual outlines/graphic organizers and clarification
Use a home/school communication book
Enunciate words clearly using lip movement to assist the child to lip read
Keep close proximity to the student
Provide small group work when possible
Make assessment accommodations to enable a clear picture of demonstrated academic growth
Provide visual materials and demos whenever possible.
g) Language will be the priority area for students who are deaf or hard of hearing. It is the basic requirement for success in all subject areas and will influence the student’s comprehension in your classroom. Language development and its impact on the learning of students who are deaf or hard of hearing can be complex and difficult to attain. You may find that students will need interpreters, note-takers, or educational assistants to facilitate communication. This process will usually require external personnel involement.
Communication Disorders: Area of Interest—Articulation Disorder
1. Annotated Bibliography
a) http://www.psllcnj.com/articulation_disorders.htm The Princeton Speech Language and Learning centre offers a comprehensive overview of articulation disorder. It identifies the most common error types a child may experience, and it offers ways to differentiate articulation disorder from other speech disorders, such as phonological disorders. In addition, the website includes services and information on how to access treatment options for caregivers. It is primarily intended as an easy website that directs caregivers towards treatment options, but it can also provide teachers a way to recognize various types of errors that accompany articulation disorder.
b) http://www.kidsource.com/asha/articulation.html A simple website that offers the most common Q & A in regards to articulation disorder. It is useful for teachers and families if they want to quickly familiarize themselves with common aspects of articulation disorder, but it should not be used to discover avenues for treatment.
c) http://www.asha.org/public/speech/disorders/SpeechSoundDisorders.htm This website offers an extensive look at the developmental span of articulation disorder. Specifically, it describes cases beyond the errors children typically make, and the potential impact of speech disorders in adults. It also helps differentiate cultural errors that can occur from non-native English speakers. The information is generated from numerous experts, and it is useful for teachers and caregivers who wish to learn more about articulation disorder.
d) http://groups.yahoo.com/phrase/articulation-disorder A forum dedicated to caregivers who have children who suffer from articulation disorder. It is used as a means to connect and share with others and uncover resources that can potentially aid caregivers in helping their children. In addition, the forum includes a topic for experts to contribute their own expertise into treatment options for individuals who suffer from articulation disorder.
e) http://www.cincinnatichildrens.org/health/info/speech/diagnose/speech-disorder.htm A useful website that lists as many known symptoms associated with the identification of articulation disorder in a child. The website is intended to promote the resources at the US hospital, but it does offer various tips and practices for caregivers to help address their child’s articulation disorder.
2. Contact Info It seems that the contact information is primarily listed on various websites:
a. Provincial Level: http://www.bcaslpa.ca/index.php?option=com_comprofiler&task=usersList&listid=6&Itemid=63 This website offers a list of private speech language pathologists located throughout BC. It identifies their areas of expertise, and provides their phone number in order to get in touch with them. An example is Wendi Aasland who gears her private practice towards the following areas: school-aged children (articulation, fluency, voice, language); Accent Reduction for adults. Her phone number is listed as 778-549-6361.
b. Federal/National Level: http://www.caslpa.ca/english/index.asp This website also offers a nation wide search for speech-language pathologists in order to address every Canadian Province / Territory. The user will need to search for his/her particular area in order to view an available list of all services offered in his/her province
3. Identification: Typically, articulation disorders occur when “a person cannot correctly pronounce one or more sounds” (qtd from textbook). This can take four forms—distortions, substitutions, omissions, and additions. Distortions occur when a sound is produced in an unfamiliar manner; Substitution involves replacing one sound with another sound; Omission is shown through the omission of a sound in a word; and Addition is where an extra sound is inserted within a word (qtd from textbook). Note that there may be cultural issues involved in the identification process, and a speech error may not be related to articulation disorder; rather, it is a cultural speech error. Articulation disorder can have an identifiable physical cause (such as cleft palate), but it can also have no identifiable organic cause. It is also noteworthy to consider the student’s learning environment. For instance, the child may not have developed in a speech-rich environment; consequently, his/her speech pattern may be prone to errors because this was the way he/she learned the language.
4. Curricular Modifications: At the high school level, students with articulation disorders typically may be ridiculed due to their impediments in speech. Consequently, at a general level, it is necessary to implement a positive environment where errors in speech are not a source for amusement by other students.
As an English-teaching candidate, a way to foster an environment where the student can practice his/her speech would be oral presentations. During such endeavours, acknowledge that it is with practice that the student will improve his/her speech abilities. As a result, oral presentations may be initially done privately so as to avoid any sense of embarrassment. As the student gains more confidence in his/her speech patterns, he/she will probably be more likely to speak more openly in class, and participate in class discussions as well.
In addition, smaller group discussions on English topics, such as novels, can be an avenue for the student to practice his/her speech. By pairing the student with fluent English speakers, the student with an articulation disorder can learn and modify his/her speech abilities. In essence, the group of fluent English speaking students act as a model. The teacher can also continually model good speech and language skills.
Finally, it may be necessary to work with a speech-language pathologist in order to design a specific curriculum that satisfies the particular needs of a student suffering from an articulation disorder.
1.http://www.nlm.nih.gov/medlineplus/speechandcommunicationdisorders.html (Speech and Communication Disorders: Medline Plus) -research on speech and communication disorders, US site, includes links to journal articles and other references. 2.http://www.bcaslpa.ca/ (BC Association of Speech/Langusge Pathologists and Audiologists) -includes information on conferences and finding private practitioners of speech and language therapy 3.http://voices.no/mainissues/mi40008000273.php (Music Therapy and Speech Pathology) -Describes combined use of music therapy and speech pathology 4.http://www.westcoastspeech.com/ (West Coast 5.Speech Language Pathology) -Provides services for speech and language Pathology 5.http://developmentally-challenged-ed.suite101.com/article.cfm/communication_disorders_in_the_classroom (Communication Disorders in the Classroom) -Tips for helping students with speech and language disorders in the classroom.
SouthBridge Speech Therapy Associates (Private Practice) Suite 375-2608 Granville Street, Vancouver BC (604) 697-9229 School of Audiology and Speech Sciences (UBC) 2177 Wesbrook Mall Therapy BC (pediatric) 1-866-597-2547 Able Care Speech Clinic 2110 east 3rd Ave. Vancouver BC V5N 1H8 (604) 254-8646
Speech disorders include problems in articulation, voice and fluency. Articulation problems may arise from a lack of good speech models, neurological and neuromuscular disfunction, hearing loss, cleft palette, dental malformations, tumors or brain damage. Problems in speech and language are usually diagnosed when a child's speech and language develops and a disproportionately slow rate. Consideration must also be given to how these speech and language impairments effect the students interaction with their peers and if it effects their academic performance. Voice disorders relate to volume, quality or pitch and fall into two basic types: phonation and resonance. Phonation refers to sounds produced by the vocal folds, resonance refers to sound produced through the nose. Voice disorders are most often caused by voice misuse and abuse but can also be caused by health problems such as upper respitory tract infections, allergies and asthma. Voice disorders can be addressed through modeling good vocal habits or recording a students vocal misuse for a speech pathologist. Fluency disorders effect the rate and flow of a person's speech. These disorders include interruptions to speech flow that are so frequent that they prevent understanding. The most frequent type of fluency disorder is stuttering. Others include cluttering, prosody and intonation. These disorders typically consist of blocking, repeating or prolonging sounds. These disorders are very disruptive to the act of speaking. Sometimes speech dysfluencies are a normal developmental occurence for children. Some continue to experience them beyond early school years.If the students confidence and socializing is being adversely affected and there are patterns to there speech dysfluency they should be referred to a speech pathologist.
Classroom adaptations that are inclusive for those with speech disorders include fostering a positive classroom climate. Students should feel accepted and safe in the classroom. The student could be talked with privately, have their difficulties acknowledged and parents could be encouraged to support educational and communication goals. A speech and language pathologist should be worked with. You can also teach the students to monitor their own speech and practice speaking with their parents and friends.
Resource Notebook: Communication Disorders: Deafness Teaching Specialties: PE and Social Studies
a)http://www.cad.ca/ The Canadian Association of the Deaf is a website that is full of all sorts of information regarding deafness. It is mostly intended for those who are deaf to give them further information on deaf issues and programs that they can get involved in, but there is also lots of resource material and information that a teacher could find very useful.
http://www.gvad.com/ The Greater Vancouver Association of the Deaf is an organization of the Deaf, hard-of-hearing, parents of Deaf children, hearing people and friends. One of the main goals of the website is to foster the social, cultural, educational, and recreational activities of the Deaf and this relates directly to teaching, but specifically PE with regards to recreational activities. It also has a list of deaf resources from BC, Canada and the world, which could be very helpful for families with children who are deaf.
http://www.widhh.com/ The Western Institute for the Deaf & Hard of Hearing is a website based out of the Vancouver and has considerable information that is relevant. From a teacher standpoint this website has a link of educational resources that would be very helpful for a teacher dealing with students who are deaf, but also the whole span of hearing issues. The institute website also provides information on services for families and children and could be used to refer them to.
http://www.bced.gov.bc.ca/specialed/hearimpair/toc.htm The Ministry of Education website has resource page directly for hard of hearing and deaf students. This would be an asset for any teacher dealing with hard of hearing and deafness as it includes information on preparing to teach these kinds of students as well as tips for classroom adaptation and much more
http://www.dhhs.ca/. Deaf & Hard of Hearing Society (DHHS) is an Albertan charitable community based organization that has been providing services for over 47 years. Deaf & Hard of Hearing Service’s mission is to enhance the lives of Deaf, Deafened and Hard of Hearing persons and those with whom they interact. There are not a lot of resources for teachers but there are lot of information on programs and services for people dealing with hard of hearing and deafness. This site may be useful when passing on information to families.
b)BC Association of the Deaf and Blind c/o 141-6200 McKay Avenue Mailing address: PO Box 349 Burnaby, BC V5H 4M9
Deaf Community Foundation of BC 2134 West 32nd Avenue Vancouver, B.C. V6L 2A9
British Columbia Deaf Sports Federation #254-3820 Cessna Drive Richmond, BC V7B 0A2
Canadian Association of the Deaf Suite 203, 251 Bank Street Ottawa, ON K2P 1X3 Voice: +1 (613) 565-2882 TTY: +1 (613) 565-8882
c) Deafness is a communication disorder that can be diagnosed at different ages. Hearing loss can occur gradually or suddenly, but can also be mild or moderate or it can be severe or profound. If a child is medically/audio logically deaf that child has little or no functional hearing and depends upon visual rather than auditory communication. Visual means of communication include Sign language, lip-reading, speech reading, and reading and writing. Some children may not be completely deaf but may have mild or moderate hearing loss; those children may use hearing aids as well as some of the above forms of visual communication. If a child is determined deaf they would have a communication aid in the classroom, so as a teacher you would be well aware. But in the case of mild/moderate you may not, so paying attention to children’s specific learning needs would be an asset in helping determine if hearing loss is a problem for specific students.
d) In both my subject P.E. and Social Studies dealing with a completely deaf student would require modifications. Although, they may have a full-time aid working with them (giving sign language etc.) it would require me to use a lot of visuals as explanations. This may even turn out to be a good thing for many other students in my classes who are visual learners as well. In P.E. specifically I would try and use a lot of demonstrations in order to get across specific skills and drills for students with this type of communication disorder. If a student has a mild/moderate hearing problem then I would make sure to speak as clearly and at an appropriate volume.
e)There is a Canadian actress named Marlee Matlin who is deaf. I did not know this and thought it was quite interesting; she has been quite successful as an actress and has even won an academy award for “Children of a Lesser God”.
Brief Overview Stuttering is also known or referred to as stammering. It is a speech disorder which causes for the speakers flow of speech to be unintentionally interrupted or broken. Besides the communication problem people who stutter are generally ‘normal’ and are able to learn just like other students in the classroom. Low self esteem, nervousness, stress and unwillingness to talk may be associated with those who stutter.
Teachers identification of stuttering Primary stuttering behaviours are the overt, observable signs of speech fluency breakdown, including repeating sounds, syllables, words or phrases, silent blocks and prolongation of sounds. (http://en.wikipedia.org/wiki/Stuttering) Students who stutter may unintentionally repeat sounds when speaking ex. To-to-tonight. They may carry on the initial sound of a word for too long when trying to get it out ex.mmmorning. Teachers will be able to identify children in the classroom who stutter simply by hearing them speak, however this may be easier said than done as children who stutter may be reluctant to speak out in class. Teachers should not ask students who stutter to slow down or calm down as this will draw attention to the stutter. It is important to focus on what the student is communicating and not how they are communicating. More tips for teachers at http://www.stutteringhelp.org/Default.aspx?tabid=631
Stuttering in the classroom: Students who stutter will find classes in which discussion, presentation and oral participation is necessary to be very stressful. To help this student feel comfortable the teacher and student should come to a consensus concerning the way in which this student will be asked to participate.
Famous People who stutter: Tiger Woods- world famous golfer Marilyn Monroe - Actress and icon Bruce Willis - Actor who has starred in over sixty movies Julia Roberts - Academy Award winning actress
Annotated Bibliography:
a. http://www.bcaps.bc.ca/clinics.html British Columbia Association of People who Stutter - Under general info the site offers information on various resources for early childhood stuttering, teenage stuttering and stuttering in general. It also provides contact information and websites for clinics in BC which are aimed to help those who are trying to reduce their stutter. This contact list also includes support groups for people who stutter.
b. http://www.stutteringhelp.org/Default.aspx?tabid=754 The Stuttering Foundation of America - The site offers a lot of information for teachers who have children in their classrooms that stutter. This information includes: 8 tips for the teacher, note to the teacher: the child who stutters at school, Stuttering: straight talk for teachers and trouble at recess. As is noted in the title of the site, it is an American site but offers good information regardless.
c. http://kidshealth.org/parent/emotions/behavior/stutter.html Kids Help from Nemours - Web site offers general information on stuttering and other speech / communication problems. It offers in site on stuttering at various ages in a child’s life. The site it broad and acts more as an over view for parents and/or teachers who want to quickly read over stuttering information. It does not provide teacher resources.
d. http://www.stutter.ca/ Canadian Stuttering Association (CSA) - Offers information on support groups, gives advice and offers acceptance to those who stutter. May be a good place for teachers to get in touch with so that if students or parents are looking for support they have somewhere to refer them to and may even be able to give the name of someone to contact.
e. http://www.westutter.org/whoWeHelp/teachers.html National Stuttering Association - Offers information for teachers on how to help children who stutter. Provides information on communication in the classroom. Offers insight to the bullying and teasing a child who stutters may be faced with. Also provides a general overview on stuttering.
British Columbia Association of People who Stutter BCAPS has a toll-free phone and fax number: 1-888-301-2227 12674 15th Avenue, White Rock BC V4A 1K3 http://www.bcaps.bc.ca/index.html
Canadian Stuttering Association Mailing address: P.O. Box 3027 Sherwood Park, AB T8H 2T1 Phone: 1-888-STUTTER (788-8837) 416-252-TALK (252-8255) Email: csa-info@stutter.ca
Communication Disorders: Developmental Expressive Language Disorder
Annotated Bibliography:
http://minddisorders.com/Del-Fi/Expressive-language-disorder.html This website provides a definition and description of Expressive Language Disorder. It suggests some possible causes of this disorder and some of the signs and symptoms to look for when trying to diagnose it. It indicates who is most affected by this disorder, along with possible methods of treatments. It also provides several resources, including articles and organizations that would be helpful in finding out more information on this type of disorder.
www.speechforkids.com Speech for Kids: This website offers good tips and resources for parents and speech therapists, specifically working with children and toddlers. It is an excellent resource for speech therapy practices. It offers explanations and answers in regards to speech therapy, and provides contact information for organizations in BC.
www.bcaslpa.ca BCASLPA (BC Association of Speech-Language Pathologists and Audiologists): The purpose of BCASLPA is to represent the interest of those in the profession of Speech/Language Pathology and Audiology, and also to enhance the quality and availability of services for people who suffer from communication disorders in British Columbia. The website offers useful resources for other websites and organizations within BC, along with providing information on job postings and skill development for professionals.
http://www.healthline.com/adamcontent/expressive-language-disorder-developmental#symptoms This website provides background information on Expressive Language Disorder. It outlines signs and symptoms, as well as gives some causes and an idea of incidences. There are articles and tools, such as a Development Quiz, provided on this site and it offers explanations of treatments, doctor services and possible prevention methods.
http://www.caslpa.ca/english/index.asp The Canadian Association of Speech-Language Pathologists and Audiologists offers support to professionals, and people with Communication Disorders, all within one organization. It is very useful in providing fact sheets and information on communication disorders, and offers resources in terms of contact information, event information and links to other online sources. It also provides support to professionals by including job postings, exam and course information, and information on the role and practices of these professionals.
Contact Information:
Therapy BC Jason Gordon – Provincial Pediatric Therapy Consultant Phone: 1-866-597-2547 or 1-250-764-2587 Fax: 1-250-764-2581 E-Mail: consultant@therapybc.ca
Columbia Speech and Language Services Inc. 1316-750 West Broadway, Vancouver, BC, V57-1J3 Phone: 604-875-9100 Website: www.columbiaspeech.com
Communication Disorders 7010 Ontario Street, Vancouver, BC, V5X-3B5 Phone: 604-324-9222
SET-BC Region Two – Vancouver 105 – 1750 West 75th Avenue, Vancouver, BC, V6P-6G2 Phone: 604-261-9450 Fax: 604-266-0514
Fraser Valley Child Development Centre 34081 Cyril Street, Abbotsford, BC, V2S-2E8 Phone: 604-852-2686 Fax: 604-852-5794 Website: http://fvcdc.org/
Characteristics: Developmental Expressive Language Disorder is generally a childhood disorder, where the child has difficulty expressing him or herself using spoken word. It is a condition where a child has lower than normal ability in vocabulary, in producing complex sentences, and in remembering words. Some signs for a teacher to look for in children who they suspect to have this disorder are the use of a smaller vocabulary, improper use of tenses (past, present, future), problems putting sentences together coherently, using proper grammar and recalling appropriate words to use. Another sign is that the student will not be able to communicate their thoughts, needs or wants at the same level as their peers. These students are often able to comprehend the material that they are learning and are trying to express, but they cannot express their thoughts.
Curriculum Adaptations: In a Social Studies class this type of communication disorder is important to address because the student would have difficulty in expressing what they are learning through common forms of assessment such as group discussions and presentations. Students with Expressive Language Disorder would not be comfortable speaking in front of the class, or possibly even with the teacher. Some ways to address theses students to make the curriculum accessible to them would be using different methods to get them to show their understanding of a subject, such as having them produce visual projects rather than written or oral assignments. A way to aid the student in the classroom would be to assign a Learning Assistant to help them work through each lesson and display they’re understanding or knowledge of the curriculum. Encouraging language therapy would also be a method the teacher could address with the student’s parents and/or guardians.
Communication Disorders a. Annotated Bibliography:
http://bctf.ca/IssuesInEducation.aspx?id=10564 BC Teachers Federation: This site provides great resources including sample scenarios, journals, parental support, Pro-D information, discussion groups, provincial policies and reports as well as other links to information.
http://www.speechforkids.com/questions/index.html Speech for Kids, Speech Therapy for Children: This site provides many links to other resources, FAQs, and contact information on both free and private speech therapists for children in the lower mainland. Also some information on Autism and speech disorders related to Autism.
http://www.bcaslpa.ca/ BC Association for Speech and Language Pathologists and Audiologists: Provides a great deal of information regarding conferences, private practitioners, as well as contact information for reps in all regions of BC.
http://www.pvcrp.com/ Provincial Voice Care Resource Program/ Pacific Voice Clinic: Provides information about various speech disorders, how to detect problems, how to seek help, treatments, info about their program, as well as many links to literature and publications.
http://www.therapybc.ca/index.php Therapy BC: This site serves to provide information on job postings for different occupations (OT, PT, SLP) but provides an excellent source of links for clinicians in each of these areas.
b. Resources:
BC Association for Speech and Language Pathologists and Audiologists 402-1755 West Broadway Vancouver, BC V6J 4S5 Tel: 604-420-2222 Fax: 604-736-5606 Email: admin@bcaslpa.ca Web: http://www.bcaslpa.ca/
Pacific Voice Clinic G & L Diamond Health Care Centre Vancouver General Hospital 4th Floor, 2775 Laurel Street Vancouver, BC V5Z 1M9 Phone: (604) 875-4204 Fax (604) 875-5382 Web: http://www.pvcrp.com/
c. Students with speech disorders may present with a range of characteristics. Common disorders include stuttering, cluttering, lisps, dysprosody, articulation and phonemic disorders, voice disorders, dysarthria, and apraxia. Many of these disorders arise because of accompanying problems such as nerve damage, structural imperfections, partial paralysis, and even child abuse.
d. Physical Education/English Adaptations:
As a PE teacher, I could test for understanding verbally in private or possibly have written tests where appropriate so that the student does not feel put on the spot. For English, I would do my best to limit time that the student is required to be verbal in the class. On the other hand, practice may be what they need so I would make any adjustments possible to ensure a comfortable learning environment. If the student has a very severe disorder, I could adapt the lesson so that they could take part with the other students without feeling uncomfortable. For example, if we did some acting with our unit on Shakespeare, I could assign that student a role with little or no talking. Students should not be singled out and separated from their peers unnecessarily. Rather, activities that allow students to develop their skills at their own pace with their classmates should be provided. As well, hopefully time spent with a speech pathologist will be available to the student.
1. a. http://kidshealth.org/parent/medical/ears/central_auditory.html This is a website that targets parents, kids and teens, however Central Auditory Processing Disorder (CAPD) section is written for parents. I was good for me to get glimpse of it. The website provides general knowledge about CAPD and suggests several strategies to use at home and schools. It also provides the five main problematic areas of CAPD children.
b.http://www.tsbvi.edu/Outreach/seehear/spring00/centralauditory.htm The website is mainly for teachers and parents. It provides classroom benefit from auditory training procedures and phonological awareness training
c. http://www.asha.org American Speech-Language Association. The website provides wide range of hearing disabilities including CAPD. There are several scholarly articles talking about implications, history of CAPD. Provides detailed diagnosis and treatments. d.http://www.nidcd.nih.gov/health/voice/auditory.asp National Institution of Deafness and Other Communication Disorder. The website has clear outline and of CAPD. Suggest five different treatments. e. http://www.judithpaton.com/ There is an Interesting section in the website addressing adults with CAPD suggesting that adults can still get treatments.
2. CAPD is a disability to hear because the brain can not processes sound. Normally, our brain identifies sounds by analyzing the auditory signal by distinguishing frequency, intensity, and temporal features. Then we can perceive pitch, loudness, and duration. In other words, the sound is transformed to electrical information that can be interpreted by the brain. However, disability occurs when something affects the processing of interpretation of the auditory information. Children with CAPD don’t recognize sound because their brain can not process what is heard or said. The cause of CAPD is often unknown. However it is often associated with dyslexia, attention deficit disorder, autism, autism spectrum disorder, specific language impairment, pervasive developmental disorder, or developmental delay. Children with CAPD do not have hearing loss but they do not process sound well. They can not hear and understand fully so that they are just like children with hearing loss. If parents do not recognize this problem early, children with CAPD can develop delay in language and speaking. And they often face academic failure and/or underachievement, loss of self-esteem, and develop social and emotional problems. 3. Five main problem areas in classroom 1) Auditory figure-ground problem: child can’t focus when there’s noise 2) Auditory memory problem: child has difficulty remembering lists, materials for class 3) Auditory discrimination problem: child has difficulty distinguishing similar sounds 4) Auditory attention problem: child has difficulty listening long enough 5) Auditory cohesion problem: child has difficulty in high level listening
Strategies with your children in the classroom 1) Reduce background noise at home and school (carpeting, acoustic ceiling tiles, window treatments) 2) Increase volume and give instructions in simple sentences 3) Provide and maintain peaceful environment 4) Encourage child’s self-esteem 5) Organize and schedule lifestyle, create house routine. 6) rephrase information, provide preferential seating, use visual aids to supplement auditory information
4. In art classroom, I think students with CAPD have not much problem painting, drawing, sculpting and so on. Teachers need to keep the class quiet as much as possible. When giving instructions, teachers should be clear and use good volume and they should always write down things on the board or provide written instruction for the students. Repeating the instructions for the students is good way. And it is encouraged to use pictures/images to explain the lesson. Teachers should pay special attention to the students and check if they understood the instruction correctly.
1. Annotated bibliography: a. http://www.stutter.ca this website is a general national association for people who have a stuttering disorder. This website includes contact information as well as national fundraising and event information. b. http://www.bcaps.bc.ca/ this website is a registered, non-profit, voluntary association. It is committed to “increasing public awareness of stuttering and those who stutter and to support stutterers and self-help support groups throughout the province. This website also includes links to stutter-related news, BC clinics, funding, and other links. c. http://www.speakeasycanada.com/ this website is a Canadian registered charitable organization for people who stutters. It provides information and support to “adults who stutter, parents of stuttering children, professionals in the field, and general public.” This website also includes advice for partners and spouses, suggestions for dealing with stuttering, how those who stutter can better use the telephone, and potential stuttering solutions. d. http://www.bcaslpa.ca/ this website provides information about speech, language and hearing services which are offered through schools, health centres, hospitals and treatment centres. e. http://www.friendswhostutter.org this website is really user friendly and focuses on the specific emotional needs to those who stutter. It provides information about how we can reach out to those who stutter, all the while providing ourselves, and them, with proper resources. T
2. Local contact info:
a) http://www.bcaslpa.ca/index.php?option=com_content&view=article&id=51&Itemid=55
d) http://www.yellowpages.ca/search/si/1/Speech+Language+Pathologists/Vancouver Communication Disorders 7010 Ontario Street, Vancouver, BC V5X 3B5 Telephone : 604-324-9222 e) Able Care Speech Clinic SLP Richard Green 2110 East 3 Avenue Vancouver BC V5N 1H8 (604) 254-8646 Email: greenrichard@shaw.ca
3. There are many misconceptions about stuttering which many people fail to acknowledge as false presumptions. It is because of this that the stutter disorder one of the most common misunderstood disorders of communications. The encyclopedia of mental disorders defines attempts to define stuttering as the “blockages, discoordination, or fragmentations of the forward flow of speech (fluency).” It is very common for both children and adult stutterers to use up much energy when speaking. This is very critical because classroom activities involve a large amount of oral effort. It is very important to recognize that this may lead towards frustration and a feeling of defeat and because of this we, teacher candidates, must examine different ways which we can accommodate our students to make sure they have a positive learning experience.
4. While there are many classes which require students to speak out in class, I believe that the English classroom is the biggest hurdle of all. It is important that we be aware of each students stuttering so that we can mould our lesson plans to each students’ communication and individual needs. Listed below are some suggestions for teaching students with a stutter disorder:
a. Provide a good speech model: - promote slow and clear speaking (parents or guardians of stuttering children usually speak faster than parents that don’t have stuttering children (or that stutter themselves)). By slowing down their speech the children/students will take you as an example. This will also provide the students some much needed time to organize their thoughts, “choose vocabulary and grammatical form, and plan the speech act motorically).” - form simple words and grammatical forms: students may get flustered when they hear a long sentence or a long/difficult word.
b. Improving a student’s self-esteem: - re-enforce moments of fluency. Do not tell the student the proper was to be fluent, rather than saying “slow down”, “take a deep breath”, or “stop and start over” will make the child feel as though they are not doing enough and “this may increase guilt and diminish self-confidence.” - Treat the student(s) with a stuttering disorder just like the rest of the students. By singling them out they may feel as though something terrible is wrong with them. Make sure to include these students in all classroom exercises. It is important to remember that students with stuttering disorders are just like any other students, they may only need additional time for oral presentations, etc. - like mentioned before, do not acknowledge the students nonfluencies by labelling them. Do not refer to stuttering as a problem, instead “use words that the child uses to describe his or her speech such as “bumpy” or “hard”. Assure the child that it is okay to have nonfluencies, everyone does.” c. Create a great speech environment: - Make sure you set out classroom rule such as “no interrupting when someone is talking”. This will give the student who stutters enough time to put together their ideas and plan their utterances accordingly. - Once your students are aware of the classroom rules make sure to follow them yourself! It is very important for a teacher to be attentive and aware that certain reactions may hurt the child who stutters. To avoid this, do not react inappropriately if the child happens to stutter. Positive re-enforcement is key!
Here is a link that has more information about what is mentioned above: http://www.mnsu.edu/comdis/kuster/InfoPWDS/lablance.html
7. Famous people with a stuttering disorder: - Tiger Woods - Bruce Willis - Julia Roberts - Sam Neil - Marilyn Monroe - Michelle Williams - Marc Anthony
This list could go on, if you are interested in more here is the link: http://www.stutteringhelp.org/Default.aspx?tabid=128
Colin Brown Communication Disorders – Fluency Disorders (Stuttering) Physical Education and Social Studies
A. Annotated Bibliography of Websites
1. http://www.bcaps.bc.ca/index.html British Columbia Association of People Who Stutter Great resource for assisting people who live in BC for finding appropriate help. Provides activities and information to people of all age groups and names of clinics for more personal care. 2. http://www.stutter.ca/ Canadian Stuttering Association The CSA offers advice, support, and acceptance. It also provides education and resources about stuttering, self-help groups and treatment options. The CSA is an advocacy organization for Canadians who stutter. 3. http://www.stuttering.com/ The National Center for Stuttering Provides information for people who stutter in both the US and Canada as well as offering a toll-free hotline for people to call and receive advice and information for their regions. 4. http://www.nsastutter.org/ National Stuttering Association An American organization devoted to helping people with stutters. This is still a great resources to people who stutter as they inform of the latest in research but do not endorse any specific method. 5. http://www.mnsu.edu/comdis/kuster/kids/teens.html Just for Teens A website devoted to giving teenagers resources and connections. It also provides teens with and outside context to their stuttering- it gives them a sense of community and that they are not alone in their impediment.
Addresses Able Care Speech Clinic SLP Richard Green 2110 East 3 Avenue Vancouver BC V5N 1H8 (604) 254-8646 Email: greenrichard@shaw.ca (local)
BC Association of People Who Stutter has a toll-free phone and fax number: 1-888-301-2227 E-mail: maustinson@shaw.ca BCAPS mailing address: 12674 15th Avenue, White Rock BC V4A 1K3 (provincial)
Canadian Stuttering Association Mailing address: P.O. Box 3027 Sherwood Park, AB T8H 2T1 Phone: 1-888-STUTTER (788-8837) 416-252-TALK (252-8255) Email: csa-info@stutter.ca
Characteristics Speech is often disrupted by repetitions and alterations of words, phrases, syllables, sounds and often have long pauses where no sound is produced during speech. While people of every intelligence level can suffer from stuttering, it often causes self-consciousness in speaking to large or small groups, individuals and may lead to a low level of self-efficacy. While children are young, correction is most effective even though there is no cure available. Speech pathologists should be doing evaluation and treatment rather than individual teachers or parents as pathologists have the necessary tools to assist that youth and improve speech.
Modifications It would be less likely that modifications would be made in physical education because vocal communication is often limited to key words during games or activities. However, during social studies, the teacher could refrain from calling on that student during question periods, instead allowing them to volunteer. The teacher should also provide an emotionally safe learning environment where the student does not fear stuttering and therefore has less pressure and may even speak better.
Informational Materials for Teachers Teachers should only be aware of the self-esteem issues involved with stuttering. A child who does not speak in class because of a stutter may know the right answer but is too afraid of speaking. Teachers should provide opportunities for those students to participate without feeling alienated (such as writing answers down in a journal rather than having a large discussion).
Useful Websites: Children’s Speech Care Center http://www.childspeech.net/u_iv_h.html Includes different categories to understand, think, learn, and discover more information about speech and language disorders. Has specific diagnosis for a variety of speech and language disorders. Information aimed at parents and offers programs, speech therapy. and resources for children for early intervention.
Speechville Express http://www.speechville.com/ Includes information, resources, and online help regarding speech and language disorders. There are also education and diagnosis sections for further information. Provides a list of resources specific to different provinces and regions. Specific information is available on a variety of speech and language disorders. Additional resources for speech therapy and special education available. Appears to be directed at parents but has an useful section with resources for educators.
Encyclopedia of Mental Disorders: Expressive Language Disorder http://www.minddisorders.com/Del-Fi/Expressive-language-disorder.html Provides causes and symptoms, diagnosis, treatment, and prognosis of expressive language disorder. Intended to be used as general information by families and educators of students with expressive language disorder. Provides a list of texts and outside resources available to parents. As well, there is a section for user contributions and discussion.
Speech Disorder http://www.speechdisorder.co.uk/ Includes extensive sections on common language and speech disorders and their causes. Provides tips on addressing and improving on everyday speech as well as information on speech therapy. Primarily aimed at parents of children with speech disorders but also helpful for educators because it offers ideas on helping those with speech problems as well as addressing sensitive issues such as the relationship between speech and bullying.
Canadian Language and Literacy Research Network http://www.cllrnet.ca/ Provides recent research done on language and literacy. Offers a Student Network Executive which connects students and researchers. Has an encyclopedia devoted to professional articles on language development and language disorders, reading acquisition, writing acquisition, and numeracy development. Can download and print reliable and current articles on a number of speech and language disorders. Aimed at educators, researchers, and students with an interest in becoming a researcher.
Local Resources: BC Association of Speech/Language Pathologists and Audiologists (BCASLPA) #402 – 1755 West Broadway Vancouver, BC V6J 4S5 Phone: 604-420-2222 Fax: 604-736-5606 Email: admin@bcaslpa.ca www.bcaslpa.ca
The Hanen Centre (provides specialized programs for parents and educators) Suite 515 – 1075 Bay Street Toronto, Ontario M5S 2B1 Toll Free: 877-HANEN-55 Fax: 416-921-1225 Email: info@hanen.org
Canadian Association of Speech-Language Pathologists and Audiologists #920 – 1 Nicholas St. Ottawa, Ontario K1N 7B7 Phone: 613-567-9968 Fax: 613-567-2859 Email: caslpa@caslpa.ca
Characteristics of Expressive Language Disorder (diagnosis) Generally, a child with expressive language disorder has trouble orally expressing him/herself through language due to difficulties with sentence construction, word choice, and/or coherence. As well, the child may leave out important pronouns and other words needed for coherence. It is important to note that children with expressive language disorder do not have lower intelligence levels than their peers and often do understand the language and vocabulary that is being in the classroom; they only have problems with their own sentence construction especially when they are dealing with more complicated and abstract thoughts and ideas.
In the classroom, students with expressive language disorder may appear not to understand the material when questioned orally. Instead of assuming that the child does not understand the material taught, it is important to test a student’s understanding through written work as well. However, there are some students who also have trouble expressing themselves through writing as well. As well, students with expressive language disorder may be easy to identify in the classroom because compared to their peers, they have a smaller vocabulary and often their sentences lack coherence. Because of their lack in confidence in speaking, they may be shy and quiet and may have few friends due to the difficulty they have in expressing themselves.
Curricular Modifications and Adaptations that may be used English classrooms Speech therapy and speech-language pathologists may help many children with expressive language disorder. It is important to work closely with these support workers and get an understanding from them regarding where the student is in his or her development. It is important to ensure that students with expressive language disorders understand the material that is being taught. Even though this usually is not a problem, it is a good idea to touch base with students individually.
In English class, it is important to be sensitive to student’s abilities using language. Try to limit or make optional oral class presentations. Again, working closely with the speech therapist is important here because oral practice may be recommended for students. If the student has trouble with expressing their thoughts in written work as well, be flexible with timelines and give the student more time to complete lengthy written assignments.
Resource Notebook Communication Disorders: Stuttering
a) Annotated bibliography
British Columbia Association of People Who Stutter http://www.bcaps.bc.ca/ This site provides good general information on stuttering. It is most valuable because it is BC specific so it provides relevant and local information on news and funding.
National Stuttering Association http://www.nsastutter.org/stutteringInformation/otherSutteringSites.html The sites most useful aspects are the ‘general info’ and ‘FAQ’ pages as they provide good basic information on stuttering. There is a short video of a grown woman who was traumatized by her stuttering as a child and I found this to be very insightful. Another useful page provided PDF files of ways to help children and teenagers who stutter (among other things).
British Stammering Association (BSA) Home Page http://www.stammering.org/ This site is especially useful as it has a link specifically for teachers. Some notables of the link are a ‘teacher’s guide to stuttering,’ and ‘Educating Teachers: a Look at Classroom Problems”
Speakeasy Canada http://www.speakeasycanada.com/ This site is great because it is run by stutterers, giving a different perspective than a site that is run by professionals. The site provides useful tips for teachers in particular, and gives access to the ‘speakeasy library’ where one can acquire the monthly magazine as well as electronic articles about stuttering.
Friends: The National Association of Young People Who Stutter http://www.friendswhostutter.org/ This site is unique from the others in that it is directed specifically at youth who stutter. The site has a link titled, ‘In the Classroom’ where teachers, students, and parents can read stories that can help a classroom experience for a stutterer.
b) Contact Information:
BCAPS Toll free phone number: 1-888-301-2227 12674 15th Avenue, White Rock BC V4A 1K3 maustinson@shaw.ca
Vancouver BCAPS representative (for support groups): Mary Rose Labandelo Tel: (604) 526-1735 E-mail: mi11os@shaw.ca
Canadian Stuttering Association: P.O. Box 3027 Sherwood Park, AB T8H 2T1
Phone: 1-888-STUTTER Email: csa-info@stutter.ca
c) Specific Characteristics- Stuttering is a speech disorder where the flow of speech is disrupted by involuntary pronlongations or repetitions of sounds, syllables, words or phrases.
d) Modifications/ Adaptations- Ask the student what helps them speak more fluently. Do not rush the student, or finish off their words or sentences. One site suggests having a flexible role call so that students can acknowledge their attendance with any word (in case a particular prescribed sound is difficult for them). Use a random method to call on students to speak in class (Anticipation can cause stress and result in increased stuttering). Model slow, relaxed speech.
Because I will be teaching social studies, there will be a significant amount of verbal interaction with and amongst the students. This could potentially create a lot of anxiety for a stutterer but also offers many opportunities for positive speaking contributions.
A UK-based website that offers diagnostic tools for articulation disorders as well as "associated features," "differential diagnoses," causes and treatments. The site recommends a speech evaluation be done by a speech-language pathologist.
A website geared towards speech-language pathologists, but which contains 3 slideshows meant to communicate to teachers how to identify and screen children with possible speech sound disorders and how to talk to parents about the issue.
An Australia-based online handbook for teachers about communication disorders. Written by an MEd in Special Education, the handbook includes sections on language development, different types of communication disorders, terminology, assessment and intervention, as well as a section on the impact of these types of disorders on several facets of the individual's life.
http://www.speechdelay.com/forum/
Discussion forum for various speech disorders, including a forum for articulation disorders. It doesn't seem widely used, nonetheless, the questions people pose do seem to get answered. Possibly a good resource for those with little support in their school for dealing with such issues.
2. Contacts
a. http://www.yellowpages.ca/search/si/1/Speech+Language+Pathologists/Vancouver
This site contains contact information for speech language pathologists in Vancouver.
b. BC Assn Of Speech-Language Pathologists & Audiologists
Should be fairly straightforward, since these disorders present as poor pronunciation. Errors can include omissions (leaving sounds out), additions (adding extra sounds), substitutions (substituting one sound for another) and distortions (changing a sound, as in a lisp). Someone suspected of having an articulation disorder should see a speech-language pathologist. Especially at the high school level, a student with sypmtoms of an articulation disorder who has not yet been assessed, or who did not previously seem to have a problem should see a doctor, as there might be an underlying physiological/neurological problem or recent brain trauma.
4. Curricular Modifications
Someone with a speech disorder not related to any other learning obstacles (ie: brain trauma, autism, etc.) will certainly be able to meet the learning outcomes required of his or her grade level. Curricular modifications would demonstrate sensitivity to the student's feelings toward public speaking (possibly assigning alternate work during the speech portion of the curriculum, or some sort of agreement reached with the student about calling on him/her for answers).
1. http://www.friendswhostutter.org/ - Provides links for parents and children. Links on how to get involved in helping children who stutter and where else to find helpful information. This is an American website but is a great resource and support system. 2. http://www.stammeringcentre.org/s-index - A British site that provides resources not only to parents and children but also to teachers and therapists themselves. 3. http://stuttering101.com/ - Awesome site with audio clips with information with experts and people who stutter themselves. They speak about specific topics about stuttering which range from stuttering treatment to employment opportunities and job performance of those who stutter. 4. http://www.stutteringhelp.org/ - The Stuttering Foundation provides free online resources, services and support to those who stutter and their families, as well as support for research into the causes of stuttering. 5. http://www.caslpa.ca/english/index.asp - The Canadian Association of Speech-Language Pathologists and Audiologists. Their goal is to provide the support for the professionals working to help those with communication disorders so that help can be well rounded.
B. Contact Information:
1. Columbia Speech & Language Services Inc. Fairmont Medical Building 750 West Broadway Suite 1316 604-875-9100/604-875-9100 cslsi@telus.net 2. BC Association of People who Stutter (BCAPS) Phone/Fax: 1-888-301-BCAP 1-888-301-BCAP (2227) Fax: 604-538-4535 Web: www.bcaps.bc.ca 3. Canadian Stuttering Association (CSA) Mailing address:P.O. Box 3027Sherwood Park, ABT8H 2T1 Phone: 1-888-STUTTER Email: csa-info@stutter.ca
C. Stuttering characteristics:
Stuttering is a communication disorder characterized by disruptions in the flow of speech. These disruptions can be repetitions, prolongations, or stoppages of airflow, commonly called blocks. The disruptions in speech may be accompanied by secondary behaviours such as eye rolling, lip tremor, head jerking, hand swinging, and physical tension. People who stutter can show just one form of disruption, however most people who stutter have a combination of disruptions and secondary behaviours. Each person who stutters has his/her own stuttering behaviours.
D. Modifications and Adaptations for Physical Education:
Be aware of the students stuttering disorder. They may have difficulty communicating with others during games and other physical activities. There could be another form of communication used such as clapping to signal readiness for a pass or certain words or phrases that the student who stutters may find easier to say. Never rush the student to answer any question, give them the time they need. Maybe you could talk to the student outside of class about a cue that you might use before asking them a question in class so they know when they should be ready to answer. Instill a community of respect in your class where everyone can acknowledge each other’s differences and be respectful and mindful of these differences.
This site contains information and current research that is going on. It is an American organization that is the largest self help for people who stutter in the United States.
b. Canadian Stuttering Association
http://www.stutter.ca/
This is a Canadian site which provides information and resources for people affected by stuttering. This is a great site to start looking for other resources, as it has many links and contacts to other sites and organizations.
c. British Columbia Association of People Who Stutter
www.bcaps.bc.ca
This site is specific to BC. It offers general info and a lot of local information. There are links clinics that offer treatment and new of events that are happening in the community.
d. The Stuttering Foundation
http://www.stutteringhelp.org/
This site is fantastic it offers general info, facts support, etc. This site is unique from the others in that offers separate sections for age groups. The teacher section includes tips, and a list of famous people and other supportive info to make the classroom more inclusive. The kids section offers videos and other media made by kids for kids.
e. The National Association of Young People Who Stutter
http://www.friendswhostutter.org/
This is another site which focuses on information. It also offers personal stories to be supportive and remind people that they are not going through this alone.
2. Contact Info
Canadian Stuttering Association
Mailing address: P.O. Box 3027
Sherwood Park, AB
T8H 2T1
Phone: 1-888-STUTTER (788-8837)
Email: csa-info@stutter.ca
British Columbia Association of People Who Stutter
1-888-301-2227 E-mail: maustinson@shaw.ca
Mailing address: 12674 15th Avenue, White Rock BC V4A 1K3
3. Stuttering interrupts with normal speech flow. People who stutter tend to stumble and repeat the same syllable , or draw out some syllables. Stutterers can also have abnormal stoppages, and may sometimes incorporate body movements. These features are often very obvious to both the speaker and the listener. Stuttering is also sometimes referred to as stammering.
A person who stutters may have a difficult time expressing themselves, and may become overly self conscious. Having to talk in front of the class or their peers may increase stuttering, thus perpetuation their own negative feelings..
4. Classroom adaptations.
- Ask questions that can be answered in relatively few words and keep things positive.
- Avoid drawing attention to it by avoiding terms like “slow down” “take your time” and “think about what you have to say”
- Try to model slow and relaxed speech
- For oral presentations let the student set as many variables as possible, such as whether they present first, middle, or last. Offer practice opportunities, and presentations with smaller groups rather than the whole class.
5. Interesting Tid Bits
- There are quite a few famous people who stutter including Marilyn Monroe, Bo Jackson, and Tiger Woods.
- Sarah Nicolai-deKoning (secondary social studies)
PART 1:
a. ANNOTATED BIBLIOGRAPHY:
1. The National Institute on Deafness and Other Communication Disorders (NINDS) is part of the US Department of Health & Human Services. This site provides a good introduction to aphasia and contains basic information about the disorder including causes of aphasia, diagnosis, treatments, and further resources. http://www.nidcd.nih.gov/health/voice/aphasia.htm
2. The Aphasia Institute is a Canadian-based teaching and learning centre dedicated to reducing barriers to full life participation for those with aphasia. The Institute provides training and resources for those working with people with aphasia. http://www.aphasia.ca/
3. The website of the Penn State Children’s Hospital provides information specifically related to aphasia in children (referred to as Acquired Childhood Aphasia). It is a quick reference guide that might be used to make an initial assessment. http://www.hmc.psu.edu/childrens/healthinfo/a/aphasia.htm
4. Hands & Voices is a non-profit organization dedicated to helping the families of those affected by communication disorders as well as the professionals (including teachers) who assist them. Though it is based in the United States, the site provides helpful resources as well as further reading. It contains specific information about Landau-Kleffner Syndrome, a rare type of Acquired Childhood Aphasia. http://www.handsandvoices.org/
5. UBC and Princeton University have collaborated on a multi-disciplinary research project titled The Aphasia Project. The website provides basic information about aphasia and then describes the ongoing research into various technological devices that might provide helpful everyday support for people with aphasia. An interesting aspect of the website is that it provides a link to an aphasia-friendly version of the page which uses large font and basic pictures to convey information. http://www.cs.princeton.edu/aphasia/
b.CONTACT INFORMATION FOR AGENCIES/ SUPPORT GROUPS:
1. GF Strong Rehabilitation Centre 4255 Laurel St. Vancouver, BC, V5Z 2G9 Tel: 604.734.1313 Fax: 604.737.6359 2. BC Aphasia Centre #212- 5021 Kingsway Burnaby, BC V5H 4A5 Tel: 604.877.8066 Email: jennifer@jennifersweeney.ca 3. Life Enhancement Aphasia Program (LEAP) 23 Adanac Services, 2355 Richmond Rd., Victoria, BC V8R 1J8 Tel: 250.370.8730 Email: vmacgillivary@caphealth.org ksekhon@caphealth.org 4. blueballoon Health Services 37 The Links Road Toronto, Ontario M2P 1T7 Tel: 416-229-0749 Email: inquiries@blue-balloon.com
Aphasia is an acquired communication disorder affecting a person’s language abilities. In children, aphasia usually results from some brain damage caused by major head trauma or else as a result of a brain tumour or other disease. There is also a rare form of Acquired Childhood Aphasia called Landau-Kleffner Syndrome (LKS) that occurs in children who have been developing normally. LKS has no known cause. Students with aphasia may experience difficulty with speaking ability, writing ability,reading ability, and/or the ability to understand spoken language. As well, students with LKS may experience seizures. Specifically, teachers might identify students with aphasia by understanding that these students may have issues in the following areas: from http://www.rch.org.au/kidsinfo/factsheets.cfm?doc_id=10323) •Following directions or completing instructions. •Understanding complex sentences. •Understanding the meaning and content of speech. •Recognising the difference between sounds. •Understanding the meaning of words. •They may appear to be 'not listening' or 'ignoring you' most of the time. •May not keep up with classmates either with school work or socially. •May have behavioural problems or be 'acting up' in class. •May be easily distracted or drift off when listening to speech or stories. •Poor sentence or grammatical structure. •Limited content in their speech. •Confused meaning and grammar. •Generally use short simple sentences. •Have difficulty coming to the point. •Have problems starting conversation or participating in conversations. •May have difficulties recalling or retelling information. •Difficulty completing oral and written narratives and/or assignments. •May have trouble finding the right words.
Students with aphasia will almost certainly require help from the school’s speech and language pathologist.
Suggestions for teaching students with aphasia: (http://specialed.about.com/od/disabilities/a/Aphasia.htm)
1. Use simple, short, uncomplicated sentences to ensure maximum understanding. 2. Repeat instructions or directions and ask the student if further clarification is necessary. 3. Keep distractions at a minimum. 4. Keep conversations as normal as possible to maximize inclusion with peers. 5. Don't correct the student's speech or ask for detailed responses. Accept shorter, simpler answers 6. Allow the student plenty of time to talk. 7. Be patient! 8. Assist with coping strategies.
- some students with aphasia may be able to communicate only through sign-language and thus will require an aid to assist with communication. The same teaching strategies suggested above will still apply. - teachers should utilize visual aids to assist students with aphasia in grasping basic concepts. This may include picture flashcards or photographs.
e.SPECIFIC PROCEDURES: For students with LKS, seizures may be a regular occurrence. Teachers should have basic First Aid training and should also be familiar with the administrative procedure of their school for if a student has a seizure in class. Basic first aid procedure for a seizure (from the Canadian Red Cross):
Signs and Symptoms of a Seizure: - a sense of urgency to get to safety - hallucinations such as seeing, hearing, tasting, or smelling something that doesn’t actually exist - appearance of daydreaming - uncontrollable muscle movement
First Aid: - never put anything in the person’s mouth - protect the person from injury by moving furniture, protecting the person’s head with blankets, and keeping other dangers away from the person - when the seizure is over, make sure the person is breathing and his/her airway is not obstructed
Call 911 if: - the seizure lasts more than a few minutes - the person has several seizures in a row - the person appears to be injured - the person is a baby or a child - the seizure takes place in water - the person doesn’t wake up after the seizure
f. SUGGESTED RESOURCE:
Teaching Students with Communication Disorders: A Practical Guide for Every Teacher
By James Ysseldyke and Robert F. Algozzine (can be ordered online from amazon.com)
My disciplines are: Spanish and Business Education
Lisp is a functional speech disorder that involves the inability to correctly pronounce one or more sibilant consonant sounds, usually s or z.
1.Annotated bibliography: a.http://www.healthline.com/galecontent/lisping-1 It is an American website that provides a database of over one million medical terms as well as 250,000 medical concepts that include diseases, conditions, causes, symptoms, diagnoses, treatments, and other medically related attributes. Parents, teachers and anyone interested in lisp can consult this site. b.http://www.speechpathology.com/askexpert/display_question.asp?question_id=103 Dr. Cheryl B. Gerard, professor at Minot State University, is an expert in several areas of speech, language and communication. She gives, in this website, advice to others specialist, and the general public, about what kind of assessments should be made to children who seems to have lisp. c.http://www.cincinnatichildrens.org/health/info/speech/diagnose/speech-disorder.htm a website from a U.S. hospital that informs parents and teachers about the causes, symptoms and treatment of speech disorders. d.http://www.todaysparent.com/article.jsp?content=209 Article written by Cathie Krycza in the online magazine “Today’s Parent”. She recommends parents to stay calm if their children are diagnosed with lisp because it will very likely disappear when they grow up. For her, the best way to resolve this issue is using games that will teach the children how to pronounce correctly. e.http://www.speech-language-therapy.com/lisping.htm Article written by Dr. Caroline Bowen, a speech pathology from Australia. In this website, teachers and parents can find detailed information and treatment about lisp. Moreover, it is oriented to specialists, teachers and parents.
2.Contact information
ASHA National Office: American Speech-Language-Hearing Associates 2200 Research Boulevard Rockville, MD 20850-3289 Phone: 301-296-5700
Speech Pathology at Cincinnati / Children's Hospital Medical Center Phone: 513-636-4341 Email: speech@cchmc.org .
Canadian Association of Speech-Language Pathologists and Audiologists 920 - 1 Nicholas St., Ottawa, Ontario K1N 7B7 (613) 567-9968 fax: (613) 567-2859 e-mail: caslpa@caslpa.ca
3.Lisp is a functional speech disorder that has no clear known cause. The speech difficulty in a child with a functional speech disorder is probably at a phonetic level: that is, the child has a particular difficulty producing certain sounds correctly. Alternatively, the child has learned to say a sound, or sounds, in the wrong way; and the incorrect pronunciation has become a habit. Lisping, as an isolated speech characteristic, does not usually reduce the child's intelligibility unduly. Most people can easily understand what the child with a lisp is saying. Basically, young children are usually referred for assessment of lisps by their parents or caregivers, or on the advice of pre-school teachers.
If a child has a pronounced lisp, this may be the reason why he or she is so reluctant to read in front of the class. If this speech issue has not been recognized and dealt with before, now is definitely the time to do so. A vigilant and dedicated school staff should have become aware of any speech issues early on, but it is never too late to start working to correct the issues. A conference with the child's teacher and speech teacher will set the child on the right track towards overcoming a speech issue.
A teacher should teach the child to monitor and discriminate his/her own verbal communication and encourage the child to listen to and evaluate her own speech This disability is diagnosed by a speech pathologist that carries out extensive testing on the children. Also, a pediatrician could diagnose them.
4.If the child, that is diagnosed with lisp, wish to learn the Spanish language, then, for instance, he should practice how to pronounce correctly the s and z. To accommodate this student, the teacher should:
•Encourage the student to talk in front of the class. •Allow the student to practice his/her speech. •Recommend the student using audio-aid devices in order to improve the quality of his/her pronunciation.
5.Finally, I should add that the impairment is not a determining factor for his/her studies. Indeed, famous people with lisp such as Humphrey Bogart, Truman Capote, Thomas Jefferson, and Barbara Walters were extremely successful .
http://www.bced.gov.bc.ca/specialed/hearimpair/toc.htm The BC Ministry of Education offers a resource guide for teachers to help support students with hearing impairments. The guide was developed to provide teachers with the basic information to ensure student’s success in the classroom. The website offers information regarding classroom adaptation, sample questions to ask parents/ guardians, student interviews, and communication tips. http://www.bcdeafsports.bc.ca/about/about.html a. The BC Deaf Sports Federation (BCDSF) is a non-profit organization functioning as the umbrella for deaf and hard-of-hearing athletes in British Columbia. It’s goals are to promote awareness, and acceptance of deaf athletes, establish and maintain contact with all hearing impaired athletes in BC, develop interest in hearing impaired athletes and supporters in competitive and recreational sports, provide services and support in areas of competition, training, couselling and administration, and provide a variety of sport opportunities in which to participate. This site also includes a list of events (currently under construction), a gallery of photos from past events, and a link to the “deaflympics”
http://www.gvad.com/ The Greater Vancouver Association of the Deaf (GVAD), is an organization of the Deaf, hard-of-hearing, parents of Deaf children, hearing people and friends. Purpose is to promote all matters of the welfare of the deaf and acts as a consumer-advocate group on behalf of the deaf community. Membership to the site allows for community news and special pricing to events and workshops. http://www.cad.ca/en/ Canadian Association of the Deaf is a website that provides consultation and information on Deaf needs and interests to the public, business, media, educators, governments and others. They collect data based on deaf issues and issue reports on these studies which in turn leads to piloting projects and programs geared towards the Deaf. The CAD site also has resources and links to other support services. http://www.deafoutreachbc.ca/ This site is designed to support Deaf and hard of hearing students, teachers, parents, and other paraprofessionals working with hearing impaired students throughout the Province of British Columbia. Their goal is to provide access to general information about deafness, hearing loss, relevant resources, professional development and a venue where an exchange of experiences, ideas and resource materials can occur. Included in the site is a discussion forum, a Q & A section and useful resources and links section to name a few. Contact Agencies/ Support Groups
1. British Columbia Deaf Sports Federation #254-3820 Cessna Drive
Richmond, B.C.
V7B 0A2 Tel: 604-333-3606 (TTY)
Fax: 604-333-3450
2. The Greater Vancouver Association of the Deaf (GVAD) 2125 West 7th Avenue Vancouver, BC TTY: 604-738-4644 Fax: 604-738-4645
3. Provincial Outreach Program, Secretariat, PERCD South Slope Elementary 4446 Watling St. Burnaby, B.C. Canada V5J 5H3
Explanation of characteristics associated with Deaf Students
Deafness, or hearing impairment is a full or partial decrease in the ability to detect or understand sounds, it may be caused by a wide range of biological and environmental factors. With a hearing impairment it is necessary to use visual communication which may include reading/writing, lip-reading, speech reading, and most typically sign language.
Curricular Modifications- Physical Education As a PE teacher it will be necessary to use a variety of media to promote learning in my PE classes if I had a deaf student. I could have instructions written down on handouts and given out to the class so that student could read about how to perform certain skills or tactics. I would also provide for demonstrations, so not only could they read about what they are to do, but they can see it visually. Also, when giving direction it may be useful to have the student with the hearing impairment to be up front so they may read my lips. Within these classes I may provide for more station work, where students may move to different stations around the gym which will have a visual representation of the activity/ skill they are to perform as well as a written explanation. In this manor all students are on a level playing field. It will be important to develop and maintain a routine among the class, from getting changed and where to meet, to warm up, activities, cool down, and dismissal. Getting the attention of deaf students may be an issue, so having a routine may help with this. Instead of yelling to get the attention of students I may stand in the centre of the gym waving my hand in a circle to have everyone come in.
Emergency Situations In the event of an emergency, such as a fire bell, a hearing impaired student may not hear the bell. In this case it is necessary to get into close proximity with that student and possibly guide them where to go, or instruct them to follow the class.
Communication Disorders - Speech Disorders (Stuttering)
A. Annotated Bibliography
1. www.bcaps.bc.ca The British Columbia Association of People Who Stutter (BCAPS) is a non-profit, voluntary association that increases public awareness of stuttering, encourages and assists support groups in BC and improves accessibility to these support groups. This website provides information on stuttering, recent news updates, an index of speech disorder clinics throughout BC and links to other related websites.
2. www.stutter.ca The Canadian Stutter Association offers help to those who stutter. They provide information and assistance to friends and family members. This website also offers information on self help groups and treatment options.
3. www.speakeasy.ca Speak Easy Inc. is a registered charitable organization for people who stutter. This website offers advice for parents & spouses and provides teachers & parents help in assisting stutterers on a daily basis. It suggests guidelines for greater fluency and different techniques to help stutterers confront their fear of telephone conversations.
4. www.stutteringhelp.org/ The Stuttering Foundation is the world's first and largest non-profit charitable organization help people who stutter. They provide free online information and offer advice for specific age categories; Preschoolers, School age, Teens and Adults. They also have links for teachers, pathologists and physicians.
5. http://www.stutterisa.org/ The International Stuttering Association looks at stuttering on a global scale. It's goal is to improve living conditions of everyone affected by stuttering and provide a global self help network for people who stutter. This website provides varying points of view on debatable topics. The information is provided in 18 different languages. The news section highlights stuttering events around the world.
B. Contact Agencies and/or Support Groups Contact Agencies: British Columbia Association of People Who Stutter (BCAPS) 12674 15th Ave., White Rock, British Columbia, V4A 1K3 Phone: 1-888-301-2227 Email: maustinson@shaw.ca Website: www.bcaps.ca
Canadian Stuttering Association P.O. Box 3027 Sherwood Park, AB T8H 2T1 Phone: 1-888-STUTTER (788-8837) 416-252-TALK (252-8255) Email: csa-info@stutter.ca
Local Support Groups:
Speak Freely Program Rosslyn Demonico 33567 Shelly Street Abbotsford, BC V2S 1A6 604-855-9192
Avery Fluency Services For information contact: Lisa Avery, Speech-Language Pathologist #400 - 1338 West Broadway, Vancouver, BC V6H 1H2 Tel (604) 714-0945 Fax (604-742-9957 Email: averyl@interchange.ubc.ca Web site: www.averyfluency.bc.ca
Able Care Speech Clinic SLP Richard Green 2110 East 3 Avenue Vancouver BC V5N 1H8 (604) 254-8646 Email: greenrichard@shaw.ca
C. Specific Characteristics Associated with Stuttering
Stuttering (or stammering) is a speech disorder involving hesitation before speech, repetition or prolongation of certain syllables, words, sentences or phrases.
Reports indicate that stuttering disfluencies occur more frequently during public speaking or speaking on the telephone.
Ways to Identify Stuttering in Students. 1. Listen for repetition or prolongation of words, syllables, sentences and phrases. 2. Listen for hesitation before speech. 3. Tension in the neck and jaw or quivering lips may indicate stuttering. 4. Stutterers may avoid saying longer, complicated words because they find them frustrating. they will replace them with shorter, simpler words. 5. Students may develop physical behaviours as by-products of stuttering. Facial ticks, eye twitching and tapping feet are common. 6. Stressful situations may exacerbate a students’ stutter. 7. When a student is tired, there will be more disfluency in their speech.
D. Curricular Modifications and Adaptations for Students who Stutter
Ways to Help Students who Stutter 1. Maintain eye contact with the student. 2. Project relaxed body language. 3. Positive reinforcement in the form of praise for the student when they participate verbally in class. 4. Keep the student involved in all class activities. Avoidance just reinforces the negative speech habits. 5. Use reflective listening techniques following a disfluent utterance. Repeat back to the student what they said in different words. Mirroring what they said and rephrasing it back to them will show you understand the students’ message and should reduce the negative memory of the disfluency. 6. Set up an appointment for the student with a speech pathologist if they are willing. 7. Speak with the students’ parents regarding the issue and set goals for the student.
Social Studies and PE teachers have to make certain modifications and adaptations to their daily lesson plans in order to help stuttering students. They should contacts the stuttering student's parents and speech pathologist and formulate certain speech goals that are attainable during in class participation.
In a Social Studies classroom, be sure to allow a student with a stutter as much time as they need to speak. If they are doing presentations and the stuttering student is not comfortable speaking in front of the class, suggest alternative ways the student can make their presentation (eg. Video, power point, helper, etc.).
PE teachers have to be aware of stuttering students also. It would be a good idea to focus more on non-verbal forms of communication when the stuttering student is participating in physical activity. For example, if they students were playing floor hockey, the student with a stutter could hit his stick on the floor a couple of times to signal that he wants to receive a pass.
Teasing is part of childhood and can have negative impacts on students who stutter. Teachers should discourage any teasing because it will form a negative speech memory that will be counterproductive for gaining greater fluency. Improving a students’ self esteem will help them with their stutter as well.
(Part 1 of 2) 1. Annotated Bibliography: a. http://www.speechville.com/resources/canada.html American site that does contain Canadian links and resources. Fairly expansive site with information for parents and educators dealing with young children though there is a section on youths with more information promised to come. Promoter of equity demonstrated in its language throughout the site. Also has a lot of information about IEP’s (American) which is useful to take a glance at.
b.http://www.chha.ca/chha/ Not-for-profit organization across Canada (with 20 branches in BC) with the aim of assisting hard of hearing and deaf people integrate fully into society by working against isolation and frustration to foster self-esteem and confidence. The site has links to and sponsors scholarships for youths as well as a new ‘youth network’ showcasing videos by deaf youth.
c. http://www.youthcanada.ca/programs/canadian-deaf-youth-leadership-camp Youth Canada has included a leadership camp opportunity for grade 12 deaf students over the summer of 2010; a link to www.deafyouth.com is still under construction, but I believe important enough to include here. The value of planning and looking forward to a camp over the school year plus the benefit of the camp itself in providing not only a network for deaf youth but leadership skills is one worth keeping an eye on this new site.
d. http://www.fndc.ca/ The Family Network for Deaf Children’s website may not be very sophisticated, but it offers a great number of local social resources to deaf youth in contrast to a predominant emphasis on younger children found elsewhere on the web. For example, the Deaf Youth Today (DYT) branch offers recreational, social and support programs such as summer camps for youth; and the Buddy Program matches younger deaf children with mentoring older deaf youths who have completed a leadership program. The site also has a link to the weekly ‘RearView’ closed captioning movies at local movie theaters.
e. http://deafnative.com/Deaf_Native/Welcome.html
The Intertribal Deaf Council is an organization for American Indians, Alaska Natives and First Nations Indian who are deaf or deaf-blind, which meets for conferences and Spiritual Gatherings with the purpose of giving members access to their heritage and traditions they may not have otherwise. Another benefit of such meetings is that they create a specific support group and network for deaf First Nations. The IDC also provides education, information and support to tribal councils or other interested parties.
2.Contact Resources a. Family Network for Deaf Children (FNDC) PO Box 50075 South Slope RPO Burnaby, BC V5J 5G3
Has great youth programs outlined above in the annotated bibliography of their website.
b. BC Cultural Society of the Deaf c/o Sign Language Studies King Edward Campus, Vancouver Community College 1155 East Broadway Vancouver, BC V5N 5T9
Works to provide services that enable the deaf and hearing impaired to meet their cultural needs through various Arts and heritage resources. Also has ASL courses for hearing people.
(Part 2 of) 3. Deafness is defined as a hearing loss so severe that linguistics information cannot be processed through the ear. As a teacher it is important to consider: whether the student has been deaf since birth (cause of deafness may have other implications), how do his/her parents communicate with them (may reflect attitudes towards using auditory or visual communications), whether the student has developed oral skills (such as lip reading), and what sort of attitudes does the student have towards being deaf. I recommend looking at:
This is a valuable resource guide for teachers with a deaf or hard of hearing student from the Ministry of Education with a range of information including sample notes from meetings with parents, IEP teams and other teachers. The ‘tip’ sheets are particularly helpful.
4. Classroom adaptations:
-Speak facing your students so a deaf student can both read lips and get clues from your facial expression. Try to stay in neutral lighting (light coming in from a window can cast shadows across the face). -Speak naturally. Talking loudly or over-enunciating does not help, in fact it makes it harder for a deaf student. -Giving an outline of the class agenda helps the student get a sense of purpose, direction, and timing. -If there is class discussion or group work, it is useful to summarize on the board or have the groups report their work on large paper that can be read as a group. -Use of overheads, visuals, handouts and outlines. -Other students in the class can be asked to volunteer as a buddy to help take notes or clarify information.
1) Deaf Children's Society of BC 200-7355 Canada Way Burnaby, BC V3N 4Z6 Phone: 604 525 6056 tty: 604 525 9390 fax: 604 525 7307 http://www.deafchildren.bc.ca/
The Deaf Children's Society of BC (DCS) is a not-for-profit agency that provides resources, programs, support and information to families with deaf and hard of hearing children from birth to age five. Using a family-centred approach, the professionals at the Deaf Children's Society offer their expertise and guidance as families navigate through choices for speech, language, education and communication. Located in Burnaby, British Columbia, Canada, the Deaf Children's Society provides services and programs to residents of BC. Beyond that, we are available for consultation for anyone seeking information on sign language, hearing loss, education of the deaf, speech-language issues of young deaf children and other areas of early intervention.
2) BC Cultural Society of the Deaf Inc. 7180 Hecate Place Vancouver, BC Canada V5S 4C4 Email: info@bccsd.ca http://www.bccsd.50megs.com/index.html
It is the provincial branch of the Canadian Cultural Society of the Deaf, which works to ensure that Deaf and Hard of Hearing individuals are able to fulfill their cultural needs and values through performing arts, American Sign Language, Literature, ASL Literacy, Visual arts, and Hertiage resources. It is a Non-profit organization. It includes Deaf members who are Deaf involved with ASL WAY or who are Sign Language Instructors, and it participated in many Activities such as the Deaf Children Festival; The Mini Festival of the Arts, and the presentation of Deaf performers and many other Deaf Talents.
3) Greater Vancouver Association of the Deaf 2125 West 7th Avenue Vancouver, BC TTY: 604-738-4644 Fax: 604-738-4645 http://www.gvad.com/
The Greater Vancouver Association of the Deaf (GVAD) is an organization of the Deaf, hard-of-hearing, parents of Deaf children, hearing people and friends. Everyone is welcome to apply for membership.
The purposes of the GVAD are: - To promote all matters of the welfare of the Deaf - To foster the social, cultural, educational, and recreational activities of the Deaf - To affiliate and serve with provincial, regional and national organizations of the Deaf and hard of hearing - To ensure that the activities of the society always be intended to contribute positively to the Greater Vancouver area or to any other district within the society’s areas of operation
4) Children's Hearing and Speech Centre of BC Children's Hearing & Speech Centre of BC 3575 Kaslo Street Vancouver BC, Canada V5M 3H4 TEL: 604-437-0255 FAX: 604-437-0260 TTY: 604-437-1251 http://www.deafeducationcentre.org/
Children's Hearing & Speech Centre of BC (formerly known as Vancouver Oral Centre for Deaf Children) is certified by the Province of B.C. as an independent Group 1 School and licensed through Vancouver Coastal Health as a preschool, group child care and out of school care, providing a family centred approach to auditory - oral education for deaf and hard-of-hearing children from infancy to early primary years. Our itinerant teachers provide services to children and youth in independent schools across Metro Vancouver and the Fraser Valley. Provincially we provide consultation, direct service, and family support. Auditory-Verbal Therapy and itinerant teaching services are available via distance technology to many parts of the province. Children's Hearing & Speech Centre of BC works in partnership with the BC Early Hearing Program, the province's early hearing screening and intervention program.
5) Canadian Association of the Deaf http://www.cad.ca/
The Canadian Association of the Deaf (CAD) is leading a new initiative designed to help disability-sector organizations meet tax requirements more effectively. The project, called Compliance in the Disability Charity Sector, will operate from December 1, 2007 to March 31, 2010. The goal of this project is to contact more than one hundred existing or aspiring charities across Canada and provide them with tools and presentations to help them work through tax and compliance issues. This project was created to serve charities that serve the needs of persons with disabilities. The presentations are offered free of charge.
Things to do in the classroom to accommodate for the deaf:
- Give deaf child seat in front or near front. This one is just common sense because the deaf student needs to be able to see the teacher and blackboard (or whiteboard) clearly. - Be careful about turning your back, because then the deaf child can not read your lips. - Face a deaf student when talking to them directly. - Talk directly to the child, not to the interpreter (if there is an interpreter - I didn't have one). It is important to do this so that the child feels like he/she is part of the class. - To reduce the risk of a deaf child being bullied, encourage the child or child's parents to explain deafness/hearing loss to the class. - Always write tests, quizzes, and homework assignments on the board. - If you have a mustache and the deaf child reads lips, consider shaving it off or reducing it to a small enough size that does not hinder lipreading. - If the class is watching a film, either make sure the film is captioned or provide the child with a copy of the script. - Do not treat a deaf child any differently from the hearing children. That means no special treatment. - Request the assistance of an itinerant teachers or resource teacher. They may have more suggestions and be able to provide assistance. - If a website used in the classroom has only audio, make notes for the deaf student. - Provide an older deaf student with note takers, either peer or professional. - Be aware of the importance of classroom acoustics, as it has an impact on how much the deaf student is able to hear.
Communication Disorders: Stuttering Social Studies 1. Canadian Stuttering Association This site provides information and resources for people effected by stuttering. Contact: P.O. Box 3027 Sherwood Park, AB T8H 2T1 Phone: 1-888-STUTTER (788-8837) 416-252-TALK (252-8255) Email: csa-info@stutter.ca http://www.stutter.ca
2. The British Columbia Association of People Who Stutter The British Columbia Association of People Who Stutter (BCAPS), encourages and assists local support groups for people who stutter Contact: 12674 15th Avenue, White Rock BC V4A 1K3 Toll-free phone 1-888-301-2227 E-mail: maustinson@shaw.ca http://www.bcaps.bc.ca
3. The Provincial Voice Care Resource Program To provide British Columbians suffering voice problems with high quality clinical services, and to increase the knowledge and skills of voice care clinicians.
Contact: Phone : (604) 875-4204 Fax : (604) 875-5382 G & L Diamond Health Care Centre Vancouver General Hospital 4th Floor, 2775 Laurel Street Vancouver, BC V5Z 1M9 http://www.pvcrp.com
4. Communication Disorders Assistant Association Of Canada:
CDAAC is committed to supporting excellence in Communicative Disorders Assistant practice and professional growth of all members.
Contact:
Phone: (416) 544-3503 Mailing address: 1800 Sheppard Avenue East P.O. Box 55009 Toronto, ON M2J 5A0 info@cdaac.ca http://www.cdaac.ca
5. National Institute For Stuttering Treatment And Research:
ISTAR, the Institute for Stuttering Treatment and Research is a self-supporting, non-profit organization that offers specialized treatment to children, teens and adults who stutter.
Contact:
Suite 1500, College Plaza 8215 - 112 Street Edmonton, AB Canada T6G 2C8
Characteristics Of Student With A Stutter: Social Studies
Student often repeats words or parts of words, as well as prolongations of speech sounds. These problems with communication occur frequently. Many students will appear to be very tense or "out of breath" when talking. The student’s speech may become completely stopped or blocked. Blocked is when the mouth is positioned to say a sound, sometimes for several seconds, with little or no sound happening. After some effort, the person may complete the word. Interjections such as "um" or "like" can occur, as well, particularly when they contain repeated ("u- um- um") or prolonged ("uuuum") speech sounds or when they are used intentionally to delay the initiation of a word the speaker expects to "get stuck on." Some examples of stuttering include: •"W- W- W- Where are you going?" (Part-word repetition: The person is having difficulty moving from the "w" in "where" to the remaining sounds in the word. On the fourth attempt, he successfully completes the word.) •"SSSSave me a seat." (Sound prolongation: The person is having difficulty moving from the "s" in "save" to the remaining sounds in the word. He continues to say the "s" sound until he is able to complete the word.) •"I'll meet you – um um you know like – around six o'clock." (A series of interjections: The person expects to have difficulty smoothly joining the word "you" with the word "around." In response to the anticipated difficulty, he produces several interjections until he is able to say the word "around" smoothly.)
Teachers Use: • Repetitions of whole words and phrases become excessive • Sound and syllable repetitions start happening more often • There is an increase in the prolongations of words • Speech starts to be especially difficult or strained • You notice increased facial tension or tightness in the speech muscles • You notice vocal tension resulting in rising pitch or loudness • Student tries to avoid situations that require talking • Student changes a word for fear of stuttering • Student has facial or body movements along with the stuttering
Modifications: Social Studies Secondary School
•Avoid corrections or criticisms such as "slow down," "take your time," or "take a deep breath." These comments will make the student feel more self-conscious. •Avoid having your student speak or read aloud when uncomfortable or when the stuttering increases. Instead, during these times encourage activities that do not require a lot of talking. •Don't interrupt your student or tell him or her to start over. •Don't tell your student to think before speaking. •Provide a calm atmosphere in the classroom. •Speak slowly and clearly when talking to the student or others in his or her presence. •Maintain natural eye contact with them. Try not to look away or show signs of being upset. •Let the student speak for themselves and to finish thoughts and sentences. Pause before responding to questions or comments. •Do not ridicule the student. •Treat them like other children-special attention will make the student feel uncomfortable. •Give them a chance to speak out their views and participate in Social Studies activities •Encourage the child and be patient. •Initially, until he adjusts to the class, ask him questions that can be answered with relatively few words. •If every child is going to be asked a question, call on the child who stutters fairly early. Tension and worry can build up the longer he has to wait his turn. •Assure the whole class that (1) they will have as much time as they need to answer questions, and (2) you are interested in having them take time and think through their answers, not just answer quickly. Reading aloud in class
•Most children who stutter are fluent when reading in unison with someone else. •Rather than not calling on the child who stutters, let him have his turn with one of the other children. •Let the whole class read in pairs sometimes so that the child who stutters doesn't feel "special." •Gradually they may become more confident and be able to manage reading out loud on his own.
Deafness can range in severity from minor hearing problems to a complete inability to hear sound and can occur in people of all ages from a number of causes: inner ear infection, disease, head trauma, exposure to excessive noise, nerve damage, and genetic factors to name a few. People can also be born deaf. Most deaf children are usually diagnosed by the age of two; in the case of people who develop hearing loss in adulthood or during adolescence it can be harder to spot at first. The most tell tale signs that someone is developing hearing loss are a slowed response or no response at all to noises, an inability to hear high pitched sounds, and trouble discerning between similar sounds such as “th” and “sh”. Furthermore, severe deafness (especially when suffered from birth or early in life) impairs a person’s speech because it prevents them from hearing how words are supposed to be pronounced or what their own speech sounds like and, so, it is hard for deaf people to fully articulate their words. The only methods of treatment for deafness are hearing aids (which are effective so long as a person has some hearing ability), or, if a hearing aid doesn’t work, the use of a cochlear implant – which is a device that converts sound into electrical impulses that are transmitted to the auditory nerve through very thin wires implanted in the ear canal. Once deafness is diagnosed in someone, it is imperative that they undergo special communication training involving sign language, lip reading, and speech therapy – however, deaf people are often trained in sign language alone.
Curricular modifications:
Deaf people possess the same cognitive abilities as any other student in the classroom so the accommodations necessary in order to help deaf students succeed are fairly simple, regardless of the subject or age level (assuming that they’ve undergone or are having communication training). First, teachers must remember never to deliver their lessons purely as oral lectures. This would make it nearly impossible for a deaf or hearing impaired student to follow along. Instead, a teacher should give hearing impaired students detailed notes and a break down of the lesson which is about to be given so that they know what is being covered and what the teacher is “talking” about. Moreover, it would be helpful for teachers to write on the board and use visual aids as much as possible and to seat their hearing impaired students at or near the front of the class so that they can clearly see the board, overhead projector, and so forth, and so that a student who is not completely deaf is able to hear as much of the teacher’s speech as possible. Also, if their should happen to be any teachers in the school who are trained in sign language, it would be a very good idea for a teacher to look into having their deaf or hearing impaired students placed in those classrooms. There are also a number of special schools for the deaf as well as schools with special programs for deaf students that can be consulted if a deaf child should struggle in a regular classroom.
1) About Deafness www.deafness.about.com This site offers information of the different types of deafness and has articles on living with deafness. It also has recommendations on a number of books, articles, and resources available to deaf people and the parents of deaf children. Also, there are videos on basic sign language and information the different kinds of hearing aids and how to get them.
2) WHO – Deafness http://www.who.int/topics/deafness/en/ The World Health Organization’s webpage on deafness and hearing impairments provides fact sheets on deafness and hearing problems, links to relevant sites and publications, and contains featurettes on people living with hearing problems.
3) Deafness Research Foundation www.drf.org This website is for an American research foundation dedicated to treating hearing loss and deafness. It contains information on almost every topic you might what to explore related to deafness, hearing, factors affecting hearing, the ear in general, and treatment options.
4) National Institute on Deafness and other Communication Disorders www.nidcd.nih.gov Offers information on research being conducted by the institute into issues surrounding hearing impairment and communication disorders in general, health information for people dealing with hearing problems, tips on how to protect your hearing, information for parents, communication methods and devices to improve one’s hearing, student/teacher activities for deaf people, lists of free publications on communication disorders, and a directory of organizations that provide information on communication disorders.
5) Canadian Association for the Deaf www.cad.ca A national organization that provides consultation and information on deaf needs and interests and conducts research into deaf issues.
Contact Agencies:
BC Deaf Sports Federation #254-3820 Cessna Dr., Richmond, BC, V7B-0A2 Video Phone: 207.102.70.182 Tel: 1-800-855-0511 Tel: 604-333-3606 Fax: 604-333-3450
Children’s Hearing & Speech Centre of BC 3575 Kaslo St., Vancouver, BC, V5M-3H4 Tel: 604-437-0255 Fax: 604-437-0260
BC Cultural Society of the Deaf 7180 Hecate Pl., Vancouver, BC, V5S-4C4 Email: info@bccsd.ca
Vancouver Island Deaf and Hard of Hearing Centre Victoria: 300-1627 Fort St., Victoria, BC, V8R-1H8 Tel: 1-800-667-5448 Fax: 250-592-8147 Email: Victoria@idhhc.ca Nanaimo: 67 - B Skinner St, Nanaimo, BC V9R-5G9 Tel: 1-877-.424-3323 Fax: 250-753-9601 Email: Nanaimo@idhhc.ca
Greater Vancouver Association of the Deaf 2125 West 7th Ave., Vancouver, BC, V6K-1X9 Tel: 604-738-4644 Fax: 604-738-4645
Tyler McDonald Communication Disorders – Speech Disorders (Stuttering) A. 1. www.bcaps.bc.ca The British Columbia Association of People Who Stutter is a non-profit, voluntary association that serves primarily to increase public awareness of stuttering and encourages and assists support groups in BC. The website provides updated information on stuttering and an index of speech disorder clinics in BC and links to other related websites. 2. www.stutteringhelp.org This is the world’s first and largest non-profit charitable organization helping people that stutter. They offer advice and provide free online information, as well as having links for teachers and physicians. 3. www.stutter.ca The Canadian Stutter Association provides information and assistance to people who stutter as well as to friends and family members. They ofer information on self help groups and treatment options 4. www.powerstuttering.com The Power Stuttering Center offers an intensive training program which is supposed to cure those who suffer with intensive stuttering. 5. www.naturalhelpforstuttering.com This is a new and very unique program that offers homeopathic cures remedies for stuttering. Through vitamins and minerals combined with support, people with stuttering problems may cure themselves the natural way. B. 1. British Columbia Association of People Who Stutter 12674 15th Avenue, White Rock BC V4A 1K3 1-888-301-2227 2. Canadian Stuttering Association P.O. Box 3027 Sherwood Park, AB T8H 2T1 1-888-STUTTER 3. The Provincial Voice Care Resource Program G&L Diamond Health Services Vancouver General Hospital 4th Floor, 2775 Laurel Street Vancouver BC V5Z 1M9 4. National Institute For Stuttering Treatment And Research Suite 1500, College Plaza 8215-112 Street Edmonton, AB T6G 2C8 5. Communication Disorders Association of Canada 1800 Sheppard Avenue East Toronto, ON M2J 5A0
C. Characteristics of A Student With A Stutter Stuttering is a speech disorder in which the flow of speech is disrupted by involuntary repetitions and prolongations of sounds, syllables, words or phrases, and involuntary silent pauses or blocks in which the stutterer is unable to produce sounds. The severity of a stutter is often not constant even for severe stutterers. Stutterers commonly report dramatically increased fluency when talking in unison with another speaker, copying another's speech, whispering, singing, and acting or when talking to pets, young children, or themselves.[7] Other situations, such as public speaking and speaking on the telephone are often greatly feared by stutterers, and increased stuttering is reported.
D. Implemented Curriculum Give the student the necessary time needed to make complete answers. Meeting with a speech pathologist may help. Do not remind the student that they are stuttering.
Canadian Association of the Deaf's website is full of interesting links and information. It has up to date current events, as well as other issues that deafness affects: employment, educations, heath care, youth. It also has basic information along with programs and projects such as Registered Eduction Savings Program and the Visible Languages Translation Initiative Project. And finally, a list of other resources and information if necessary.
http://www.deafchildren.bc.ca/
The Deaf Children's Society of BC helps families with deaf children from birth to age five. They provide consulting for anyone seeking information on sign language, educating deaf children or other areas of early intervention. The web site has a library and a book store to provide information. It also has a videos on how to do sign language. Up coming events in the deaf community are also found on this site.
http://deafbc.ca/
This website is a blog that keeps the deaf community up to date on recent events and activities in BC. It allows others to post on the site any thing that they feel is important for other people to know.
http://www.gvad.com/
Greater Vancouver Association of The Deaf's website keeps their membership informed and provides support for deaf people, parents of deaf children, and anyone else who wants to join. The organization provides scholarships and donations to other deaf organizations in the area.
2.Greater Vancouver Association of the Deaf
2125 W 7th Ave Vancouver, BC V6K 1X9 (604) 738-4644
3.Deafness is the inability to hear sound. It is a spectrum with minor hearing problems at one end and profound, complete deafness at the other. Profound deafness is easy to recognize, since people will notice such a large change in hearing. Doctors who specialize in hearing disorders use many tests to measure hearing loss or track down its cause. Sensorineural hearing loss and deafness tends to be permanent because it involves damage to nerves or to the inner ear. In order to communicate, many deaf people lip-read or use sign-language.
4.Physical Educations
Instruction – Typically instruction for PE is verbal, for a deaf student it would help if instructions, rules and teaching points were written rather then verbally explained
Demonstration – Make sure visual demonstrations are done so student can visualize how to perform the skill, rather then just talking about the skill.
Team game strategy – Develop hand signals for different plays or strategies in team games.
Resource Notebook By Enrique Rodriguez, Math Teacher “Hearing Impaired or Deafness” 1. Annotated Bibliography a) http://www.asha.org/public/hearing/disorders/effects.htm i. I chose this website because it provides scientific background on speech and communication disorders, not only on profound deafness. b) http://www.as.wvu.edu/~scidis/hearing.html i. I chose this website because it offers strategies for teaching students with hearing impairments, including profound deafness. c) www.chs.ca i. I chose this website because it offers a complete roster of essential services, including sign language interpreting; one-on-one language development for deaf and hard of hearing children using play as the medium of learning. d) www.deafcanada.com i. I chose this website because it offers a wide variety of services for the deaf and it also serves as a tool of communication among deaf people. e) www.voicefordeafkids.com i. I chose this website because it is a website dedicated to ensure that all hearing impaired children have the right to develop their ability to listen and speak and have access to services which will enable them to listen and speak.
2. Local Contacts: The Canadian Hearing Society 271 Spadina Road Toronto, ON M5R 2V3 Tel: (416) 928 2504
3. Students who have a hearing loss that has significantly affected the development of speech and/or language and who require adapted teaching to participate effectively and benefit from instruction are described as being deaf or hard of hearing. Hearing loss is grouped into four general categories: mild, moderate, severe, and profound or deaf depending on the dB (decibel) Hearing Level an individual can hear.
4. Educational options for children who are hard of hearing: a) Auditory-Verbal i. Emphasizes use of residual hearing to learn spoken English; amplification b) Auditory-Oral i. Emphasizes use of residual hearing to learn spoken English and visual information (speech-reading); amplification and speech reading. c) Cued Speech i. Uses eight hand shapes in four locations near the face to give phonemic cues that assist speech-reading d) Total Communication i. Child’s environment contains access to full range of communication methods; amplification and speech-reading and sign language e) American Sign Language i. Language System that is completely visual rather than auditory; for educational purposes; English also taught 5. I found that these famous people were all, at some point in their lives, deaf: Ludwig Van Beethoven (1770-1827) Composer and musician. Although he wasn’t born deaf, he did lose his hearing at an early age. It is said also that after his first public performance of his ninth symphony he cried when he was turned around in order to see the audience’s response to the music. His musical talent was recognized early and had even met Mozart in 1787 and had wanted to study under him in 1796, but Mozart had died a year earlier. Instead, he studied under Joseph Haydn instead. He went on to live a full life as composer and musician.
Laura Dewey Bridgman: 1829-1889 (Thedford, VT) Laura Bridgman was the first blind and deaf person to learn the English language. Although she was small as a baby, she was born normal; however, her family was hit with a bout of Scarlet Fever when she was two years old. This left her a blind deaf-mute as it would Hellen Keller years later. She entered the Perkins School for the Deaf and Blind in 1837. Dr. Howe, principal of the school, taught her how to recognize everyday items such as knives and spoons by assisting her to associate them with labels with the raise letters spelling "knife" or "spoon" and later teaching her to recognize the items without the labels. This eventually ended up teaching her how to spell the various words that she had learned using the above method.
The Childhood Apraxia of Speech Association of North America (CASANA)
This is a really great website that includes information about what apraxia is, diagnosis, treatment. It also is a wealth of resourses for families of kids with Apraxia, including a “Family Start Guide” that walks parents through the disorder and offers all kinds of information on support and things like
“What Kind of Help Will My Child Need?” “How Will My Child Do Over Time?” “Will My Child Speak Normally?” “Feelings, Emotions, and Coping” “Arranging for Speech Therapy” etc. Also contains a huge library of scholarly articles and resources for teachers including workshops and networking messageboards.
The Kaufman Learning Centre website, although this learning centre is located in , it offers a service where you send in a dvd of your child in order to be analyzed by the professionals at the centre. Also contains newsletters and FAQ. You can also email questions to be answered online.
American Speech-Language-Hearing Association-This website has a great outline of signs and symptoms of the disorder throughout the various ages and developmental stages.
Suite 4001338 West Broadway Vancouver, B.C. V6H 1H2 Phone: (604) 771-2305 Email: info@westcoastspeech.com
3. Children who have childhood apraxia of speech (CAS) find it very difficult to make sounds in the right order, which makes it hard for others to understand them. Communication can thus break down between speaker and listener. Speech apraxia is diagnosed by a speech pathologist.
4.Other forms of expression, such as informal sign language, a language notebook with pictures, or written words, may be helpful. Try to be patient and encouraging. Often kids with this disorder need lots of time for intensive one-on-one therapy.
I selected this website because it is very interactive and in the tutorial section it had options about treatment, facts, causes, etc. It was very beneficial for learning about hearing impairments
This website provides a basic overview of how to get your child screened for potential hearing problems. It also has links to find out more information about specific hearing problems and it has information for students in schools.
(c)http://www.oafccd.com/
I selected this sight because it's Canadian based. Also it has many different resources for parents on general communication disorders in general. It covers hearing as well as speech and language. It also has a link for supporting success at school.
(d) http://www.nidcd.nih.gov/
I selected this website because it is slightly more scientific then the others and has many of the specific symptoms and some treatments for specific disorders. It would be beneficial for researching students specific disorders.
This website is a great overview of many different disorders and how they may effect students learning and ability to learn.
B. Local resources
Greater Vancouver Association of the Deaf 2125 West 7th Ave. Vancouver B.C. Telephone: 604-738-4644 Fax: 604-738-4645
BC Deaf Sports Federation Address: #254-3820 Cessna Drive Richmond, BC V7B 0A2 Phone: Video Phone: 207.102.70.182 604-333-3606 *Hearing people can call Telus Relay Service at 1-800-855-0511 and give the operator BCDSF's TTY # Fax: 604-333-3450 * I selected this particular website because I am involved in physical education. I also know two athletes who were involved in the deaf olympics this summer in Taiwan.
Canadian National Society of Deaf-Blind 405-422 Willowdale Avenue North York, ON Canada M2N 5B1 Fax: (416) 730-1350
C. There are two main types of hearing loss. One occurs because of inner ear or auditory nerve damage and is permanent. The second kind occurs when sound waves cannot reach your inner ear. Earwax build-up, fluid or a punctured eardrum can cause this second kind of hearing loss. Untreated, hearing problems can get worse. If you have trouble hearing, you can get help. Possible treatments include hearing aids, cochlear implants, special training, certain medicines and surgery. For students it is important to differentiate which type of hearing loss they are suffering from. Teachers must know so that they can modify their lessons based on the hearing problem that their student is suffering from.
D. In physical education making sure that the students with hearing disorders are included in the class is extremely important. This may be achieved by having written instructions for them to read while verbal explanations are being given to the class. If the student is a lip reader it is very important that the teacher remembers to always face their students when they are giving instructions. A hand signal may need to be used as a stop/start signal as well as a whistle. The Teacher could work out something with the student to learn some basic sign language so that they are able to communicate on a basic level with the student they are working with. The student will most likely be completely proficient at the physical aspects of the activity but may need assistance with the communication. As an example I witnessed beach volleyball where instead of calling out loud blocking assignments simple hand signals were used. If you could pair this student with another strong leader type student they could work together to learn a communication style.
Since so many people have covered the basics here I thought I might bring a different perspective. It may be handy to have a selection of resources that you could pass along to parents who are having troubles coping with children who have a communication exceptionality. The following websites and listserves are designed specifically with those parents in mind. A lot of the information contained is also useful for teachers but the focus is the parent. Each of these sites are centered around a discussion board where people can go to ask questions, look for past discussion and get information on other people's experiences.
Apraxia Kids http://www.apraxia-kids.org/index.html A resource and discussion list for families of children with developmental apraxia of speech (verbal dyspraxia) and the professionals who care about them.
Auditory Processing http://groups.yahoo.com/group/AuditoryProcessing Supporting individuals who have normal hearing but have difficulty with discriminating words, listening in background noise, trouble following ongoing conversation, and seem to have trouble paying attention when others are talking, may have a central auditory processing disorder (CAPD). Also contains open archives for those searching for some answers that may have been covered in the past. To join this list please send an email to AuditoryProcessing-subscribe@yahoogroups.com or go to the address listed above.
CAPD (Central Auditory Processing Disorders) http://listserv.icors.org/archives/capd.html This forum/listserve deals with central auditory processing disorders. This list is primarily for parents and educators. It is a very active list with lots of folks available to answer questions and provide advice. To join either go to address listed above or send an email to listserv@listserv.icors.org.
Communication http://www.jamesdmacdonald.org/ Parents and professionals help children with earning disAbilities (Autism, Down Syndrome, PDD/NOS, etc.) communicate effectively using the methods of Dr. James D. MacDonald of "Communicating Partners." People can join the mail list by sending an email to communicating-subscribe@yahoogroups.com
Childrens Apraxia Net http://www.cherab.org/ Late talker/speech delay vs. apraxia? The Cherab Foundation is a nonprofit organization working to improve the communication skills and education of children with speech and language delays and disorders. Emphasis is on verbal and oral apraxia. People who wish to join the listserve can send an email to http://health.groups.yahoo.com/group/childrensapraxianet/ or sign up at the web address above.
1. http://www.nidcd.nih.gov/ - National Institute on Deafness and other communication disorders. Huge resource of information on the medical background, diagnosis and treatment information of many communication disorders.
2. http://www.kidsource.com/Kidsource/content2/language_disorders.html - Good resource for children with communication disorders
3. www.bcaps.bc.ca – British Columbia Association of People Who Stutter
4. http://www.apexccd.com/ - Centre for Communication Disorders. Provides tips on assessments, treatments, and general information for people with communication disorders.
5. http://www.speakeasycanada.com/ - A volunteer organization run by people who have communication disorders. Valuable information on advice and suggestions for parents and teachers of children who stutter.
Addresses and Phone Numbers
1. Communication Disorders 7010 Ontario Street Vancouver, BC V5X 3B5 604-324-9222
2. Able Care Speech Clinic 2110 3rd Avenue East Vancouver, BC V5N 1H8 604-254-8646
3. Columbia Speech & Language Services Suite 1316 -750 West Broadway Vancouver, BC V5Z 1J3 Tel (604) 875-9100
4. Speak Freely Program Rosslyn Demonico 33567 Shelly Street Abbotsford, BC V2S 1A6 604-855-9192
5. Shannon Muir SLP - Word of Mouth 1016 Adderley Street North Vancouver, BC V7L 1T3 (604) 980-5032 wordof@sageserve.com
Specific Characteristics
A communication disorder is a large umbrella term which includes many specific disorders which hinder or impair the ability to communicate. Some of these disorders include autism, asperger’s syndrome, blindness, deafness, dyslexia, etc. The most common communication disorder is related to speech. This type of disorder can fall under four different categories: 1. Language – difficulty with communication through verbal/oral, reading, or writing 2. Articulation – difficulty with the pronunciation of specific sounds 3. Voice – Difficulty producing certain sounds by way of vocal cords 4. Stuttering – Difficulty maintaining fluidity through speech. The cause of communication disorders can be due to a number of factors such as a hearing impairment or a physical or developmental disability. Stress and anxiety may even be contributing factors as many children may find speaking in class stressful and intimidating.
Curriculum Modifications
Modifying a curriculum to fit a student with a communication disorder depends greatly on the type of communication disorder. If a student is hearing impaired, the curriculum could be modified to ensure that the student is taught through sign language, reading material, or other non-verbal form of communication. Dyslexia, for example, is a communication disorder that affects the student’s ability to recognize written language and may also hinder their ability to recall words when engaged in verbal conversation. Modifying the curriculum to meet the demands of this student may include having exams read to them aloud and to avoid calling on them to read out-loud in class. A computer with voice recognition software may also be incorporated to aid the student. There are many different methods that can be adapted for students with communication disorders however each student must be assessed to ensure the curriculum is modified to best suit their type of disability.
1) http://www.bcaslpa.ca/ Info: In a nutshell, they are the association to go to for audiologists, hey have complete job postings and resources to find private practioners/pathologists etc. The purpose of the British Columbia Association of Speech/Language Pathologists and Audiologists is to represent the interest of the professions of Speech/Language Pathology and Audiology and to promote the service for the communicatively impaired in British Columbia. 2) http://speech-language-therapy.com/ Info: has been providing Speech-Language Pathology related information to consumers, professionals and students around the globe. The articles, links and resources provide things such as assessment and management of communication impairments. 3) http://www.bcaps.bc.ca/ Info: The British Columbia Association of People Who Stutter (BCAPS) is a registered non-profit, voluntary association. We are committed to increasing public awareness of stuttering and those who stutter and to support stutterers and self-help support groups throughout the province. 4) http://www.stutterisa.org/ Info: the International Stuttering Association (ISA) is a not-for-profit, international umbrella association made up primarily of national self-help associations for people who stutter. This association seeks to provide a means whereby the voices of people who stutter can be heard at the international level. 5) http://www.cdaac.ca/ Info: CDAAC is a site that offers information on, workshops, conferences and other information that are related to speech pathology/audiology, an excellent resource.
B) 1) Avery Fluency Services #400 - 1338 West Broadway, Vancouver, BC V6H 1H2 Tel (604) 714-0945 Fax (604-742-9957 Email: averyl@interchange.ubc.ca Web site: www.averyfluency.bc.ca 2) Able Care Speech Clinic SLP Richard Green 2110 East 3 Avenue Vancouver BC V5N 1H8 (604) 254-8646 Email: greenrichard@shaw.ca
C) Specific Characteristics (Identification): Stuttering affects the fluency of speech. It begins during childhood and, in some cases, lasts throughout life. The disorder is characterized by disruptions in the production of speech sounds, also called "disfluencies." Most people produce brief disfluencies from time to time. Stuttered speech often includes repetitions of words or parts of words, as well as prolongationsof speech sounds. Some people who stutter appear very tense or "out of breath" when talking. Speech may become completely stopped or blocked.
D) Curricular Modifications and adaptations that may be used: Teachers can generally help a students by being patient and help the students cope with their frustrations in disfluencies. This includes communicating and working in unison with the student’s speech pathologist. It is important to stay positive when helping a student, it will be beneficial to give constant good feedback and acknowledgment of the student’s conversation. Art class gives the students a great opportunity to express themselves visually rather than orally, and getting the student to keep a visual journal will give them an outlet to express the creative freedom and possibly let them vent out their frustrations, and thus help them relax. e) Special procedures needed (E.g. First-aid or administration) none in particular found
g) Famous people who have stuttered: George Burns, Thomas Edison, Charles Darwin, Albert Einstein, George Washington, Bruce Willis, Marilyn Monroe
A site that provides methods to teach reading and to overcome academic problems using Davis Dyslexia Correction methods.
- http://www.medicinenet.com/dyslexia/article.htm
A site that defines dislexia. Tells us what causes dyslexia, what the different types of dyslexia are, and that dyslexia is the most common learning disability in children and persists throughout life.
-http://www.dyslexiaassociation.ca/
Information and resources for teachers, schools and parents whose child is dyslexic. Offered bilingually.
-www.idaontario.com/
Providing information on dyslexia,supporting parents of children with dyslexia, Listing resources for parents, adults with dyslexia and professionals.
-www.kidshealth.org
Approaches to how to help young individuals cope with dislexia. Providing strategies on how to progress and work with it or despite it.
b) Local Contact
HealthLinkBC@HealthLinkBC.ca Or call 8-1-1. If you are unable to dial 8-1-1 from your location (604) 215-8110.
11220 Frigate Court Richmond, BC V7E 4M4
Sue Jutson Kitsilano Phone: 604-732-1516 Email: sue@dyslexiavancouver.com
Vision, Reading, and Spelling - Complains of dizziness, headaches or stomach aches while reading. - Confused by letters, numbers, words, sequences, or verbal explanations. - Reading or writing shows repetitions, additions, transpositions, omissions, substitutions, and reversals in letters, numbers and/or words. - Complains of feeling or seeing non-existent movement while reading, writing, or copying. - Seems to have difficulty with vision, yet eye exams don't reveal a problem. - Extremely keen sighted and observant, or lacks depth perception and peripheral vision. - Reads and rereads with little comprehension. - Spells phonetically and inconsistently.
Hearing and Speech
- Has extended hearing; hears things not said or apparent to others; easily distracted by sounds. - Difficulty putting thoughts into words; speaks in halting phrases; leaves sentences incomplete; stutters under stress; mispronounces long words, or transposes phrases, words, and syllables when speaking.
Writing and Motor Skills
- Trouble with writing or copying; pencil grip is unusual; handwriting varies or is illegible. - Clumsy, uncoordinated, poor at ball or team sports; difficulties with fine and/or gross motor skills and tasks; prone to motion-sickness. - Can be ambidextrous, and often confuses left/right, over/under.
Math and Time Management
- Has difficulty telling time, managing time, learning sequenced information or tasks, or being on time. - Computing math shows dependence on finger counting and other tricks; knows answers, but can't do it on paper. - Can count, but has difficulty counting objects and dealing with money. - Can do arithmetic, but fails word problems; cannot grasp algebra or higher math.
Memory and Cognition
- Excellent long-term memory for experiences, locations, and faces. - Poor memory for sequences, facts and information that has not been experienced. - Thinks primarily with images and feeling, not sounds or words (little internal dialogue).
Behavior, Health, Development and Personality
- Extremely disorderly or compulsively orderly. - Can be class clown, trouble-maker, or too quiet. - Had unusually early or late developmental stages (talking, crawling, walking, tying shoes). - Prone to ear infections; sensitive to foods, additives, and chemical products. - Can be an extra deep or light sleeper; bedwetting beyond appropriate age. - Unusually high or low tolerance for pain. - Mistakes and symptoms increase dramatically with confusion, time pressure, emotional stress, or poor health.
d) Curricular Modifications
Books/Reading
- Provide audiotapes/CDs of textbooks and have student follow the text while listening - Provide summaries of chapters - Use marker or highlighting tape to highlight important textbook sections - Assign peer reading buddies - Use colored transparency or overlay - Review vocabulary prior to reading - Provide preview questions - Use videos/filmstrips related to the readings - Provide a one-page summary and/or a review of important facts - Talk through the material one-to-one after reading assignments
Curriculum
- Shorten assignments to focus on mastery of key concepts - Shorten spelling tests to focus on mastering the most functional words - Substitute alternatives for written assignments (posters, oral/taped or video presentations, projects, collages, etc.)
Classroom Environment
- Provide a computer for written work - Seat student close to teacher in order to monitor understanding - Provide quiet during intense learning times
e) Specific Procedures
There are no medical procedures for individuals with dislexia.
Maurika Nallainathan Teaching Subjects: English and ESL
Communicative Disorder: Hearing Disorder
Hearing disorder is categorized into two categories: deafness, which is a disorder in which the individual’s aural and oral communication is limited and the individual uses non-audtiorial means to communicate and hard of hearing, which is a hearing disorder where the individual uses auditorial means to communicate despite the disorder affecting their ability to communicate through aural and oral means. 1.) Annotated Bibliography a) http://www.bcchildrens.ca/Services/ClinicalDiagnosticFamilyServices/Audiology/Forfamilies/%28C%29APD.htm • This website is BC Children’s Hospital’s section on hearing disorders (mainly hard of hearing). It includes a diagram of how hearing loss works, the types of hearing loss, and definition of hearing loss. It also has a good FAQ section about hearing aids. I particularly liked their list of communicative strategies; it’s very easy to read and lists the main strategies. b.) http://www.bced.gov.bc.ca/specialed/hearimpair/toc.htmT • This is BC Ministry of Education’s website for teachers who teach children who have hearing disorders. c.) http://www.asha.org/public/hearing/disorders/ • This website has detailed information on causes of hearing loss, communicative difficulties as a result of hearing loss (including vocabulary, sentence structure, speaking, etc.), treatment, facts and myths about hearing aids, and so on. It also contains information about how assessment and screening for hearing disorders occurs. The most helpful section on this website is the one about communicative difficulties that children with hearing disorders encounter. d.) http://www.deafeducation4parents.com/ • This website is easy to read and navigate and contains some helpful tips to parents whose children have hearing disorders. It is aimed at parents with young children but nevertheless contains valuable information for all parents. The section I found useful was the page on the differences in cultural behaviours of people who are deaf and people who are not. It also included some books to read about this topic. e.) http://www.deafchildren.bc.ca/ • This website has a lot of information about resources as well as programs offered to children who have hearing disorders. It offers classes on ASL children with hearing disorders as well as for parents and siblings of these children. Unfortunately, this organization helps children under the age of 5 and does not offer programs for children above that age group. f.) http://www.handsandvoices.org/index.htm • The “communicative considerations A-Z” section of this website is fantastic. It has detailed information about problems and methods in communication. It even has information about classroom adaptations. g.) http://snow.utoronto.ca/index.php?option=com_content&task=view&id=31&Itemid=44 • Has detailed teaching resources for teachers of children who have hearing disorders. Includes characteristics as well as classroom strategies.
2.) Numbers and Addresses for Contact Agencies and Support Groups a) Extensive list of speech and hearing clinics throughout BC • http://www.orw.ca/source/listings/speech.htm b) Family Network for Deaf Children PO Box 50075, South Slope RPO Burnaby, BC 604-684-1860 c)
3.) Characteristics of Children with Hearing Disorders: - children that are deaf use sign, usually ASL - children that are hard of hearing may use hearing aids - dependant on visual cues - have difficulties expressing abstract thoughts in writing because abstract ideas are presented differently in sign - confuse grammatical structures; often use simple vocabulary and syntax in written work • also are better at oral expression than written expression - have difficulty hearing in noisy situations (for hard of hearing) 4.) Curricular Modification and Adaptations in English Classes - are dependent on visual clues; therefore, use lots of visuals, hand gestures, facial expression - don’t turn your backs when speaking to them as they need to see your face for facial expressions and to lip read • use a overhead projector or PowerPoint when presenting information instead of the blackboard • make sure not to stand too close to the student or they can’t see your face properly • speak naturally (not slower or with exaggerations) - expect that abstract ideas may not be fully expressed because abstract ideas are expressed differently in sign • since English has lots of abstract ideas and thoughts which are frequently discussed… - set a quiet area where they student can go sit when the noise level becomes too overwhelming for them - create an inclusive classroom environment; educate the students about deafness/hard of hearing • let students know that students with hearing disorders need to see their face when talking, not to cover mouth, etc. - make sure that the lighting is bright enough - include plenty of group and class activities • do a summary afterwards
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ReplyDeleteCommunication Disorders: Speech Disorders (Fluency disorders) Chapter 3. Sept 17th
ReplyDeleteBibliography:
Canadian Association of Speech Language Pathologists/ Audiologists http://www.caslpa.ca/english/index.asp Canadian support network for speech disorders. Provides a contact list of speech language pathologists in Canada.
Communicative Disorders Association of Canada http://www.cdaac.ca/
CDAAC is an organization which supports Communicative Disorders Assistant practice and professional growth.
The Pacific Voice Clinic and the Provincial Voice Care Resource Program http://www.pvcrp.com/ Provides assessment for voice disorders. Provides British Columbians suffering voice problems with high quality clinical services, and to increase the knowledge and skills of voice care clinicians who provide community-based services to individuals with voice and speech problems.
Stuttering: More Than A Tangled Tongue http://www.mnsu.edu/comdis/isad12/isadcon12.html Link to international stuttering awareness day online conference. International Panel of University Professors answer questions about stuttering.
Internet Resources About Stuttering http://www.mnsu.edu/comdis/isad/papers/kuster.html Offers resource links for stuttering and open discussion forums. Based out of USA.
Local contact info
BRITISH COLUMBIA ASSOCIATION OF PEOPLE WHO STUTTER
BCAPS has a toll-free phone and fax number: 1-888-301-2227 E-mail: maustinson@shaw.ca
BCAPS mailing address: 12674 15th Avenue, White Rock BC V4A 1K3
Canadian Stuttering Association
Mailing address:
P.O. Box 3027
Sherwood Park, AB
T8H 2T1
Phone: 1-888-STUTTER (788-8837)
416-252-TALK (252-8255)
Email: csa-info@stutter.ca
Characteristics Stuttering affects the fluency of speech. It begins during childhood and, in some cases, lasts throughout life. The disorder is characterized by disruptions in the production of speech sounds, also called "disfluencies." Most people produce brief disfluencies from time to time. For instance, some words are repeated and others are preceded by "um" or "uh." Disfluencies are not necessarily a problem; however, they can impede communication when a person produces too many of them.
Diagnosis Stuttered speech often includes repetitions of words or parts of words, as well as prolongation's of speech sounds. These disfluencies occur more often in persons who stutter than they do in the general population. Some people who stutter appear very tense or "out of breath" when talking. Speech may become completely stopped or blocked. Diagnosis from a speech pathologist is necessary.
Modifications: Give students the time they need to say what they want to say. Try not to finish sentences or fill in words for them. Doing so only increases the person's sense of time pressure. Student meets with a speech pathologist to practice controlling speech behaviors.
Communication Disorder - Stuttering
ReplyDeleteBy: Sara Wang
1. Annotated bibliography:
a. http://developmentally-challenged-ed.suite101.com/article.cfm/communication_disorders_in_the_classroom
Suite101 is situated in Vancouver, and they allow any writers to help contribute to the site. Covers a introduction to variety of topics. Intended for teachers helping students in classroom.
b. http://kidshealth.org/parent/medical/ears/stutter.html
Teens Health from Nemours. Discuss how to identify stuttering and how to support children with stuttering. Intended for parents.
c. http://www.bcaps.bc.ca/index.html
Local help, British Columbia Association of People who Stutter. Contains list of book with information about how to deal with stuttering during early childhood, teenagers and in general. Also provides list of local clinics for stuttering help.
d. http://www.stutter.ca/
Canadian Stuttering Association. Offers support and advice for people who stutter. Also provide resources and education for families and friends. Has explanation of stuttering and possible causes.
e. http://stutteringforum.com/
An online forum that allows people around the world to discuss about stuttering for tips and help. Allows people to gain support from those who share the same stuttering problem.
2. Contact info:
BC Association of People who Stutter (BCAPS)
12674 15th Avenue
White Rock, BC
V4A 1K3
Phone/Fax: 1-888-301-BCAP (2227)
Fax: 604-538-4535
Web: www.bcaps.bc.ca
Able Care Speech Clinic
SLP Richard Green
2110 East 3 Avenue
Vancouver BC V5N 1H8
(604) 254-8646
Email: greenrichard@shaw.ca
3. Students with speech disorder have trouble forming sound of a speech. They may also distort and produce incorrect sounds to words. These students may also stutter.
The students with stuttering may:
- Avoid situation that require talking
- Facial tension when speaking
- Sudden rise of pitch or loudness in a word
- Prolongation of a word or repetition of a word
4. Strategies for treating students with speech disorder:
- Train the students to talk more
- Don’t remind the students consciously that they are stuttering
- Be patience; Provide time for the students to response
- Talk slowly but naturally to the students
- Don’t force the students to be precise and accurately when talking
- Don’t finish their sentences for them
- Maintain natural eye contact
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ReplyDeleteThis comment has been removed by the author.
ReplyDeletePart: 1
ReplyDeleteThe information can be found on my Blog: http://diana-epse317.blogspot.com/
Receptive Language Disorder
Receptive Language Disorder: Inability to decode languages. It affects the understanding of spoken and sometimes written languages. People with Receptive Language Disorder have trouble communicating and organizing their thoughts into words. They often confuse the meaning of words and are unable to draw connections between words and its representations.
Defined by: http://learningdisabilities.about.com/od/learningdisabilitybasics/p/rsptvlangdsrdr.htm
Annotated bibliography – websites:
Help for Language Deficits - Receptive
http://specialed.about.com/cs/learningdisabled/a/receptive.htm
About.com is a part of The New York Times Company. This website illustrates a few symptoms of Receptive Language Disorder and ways to help and encourage students that have this disorder. This link also provides links to many other useful resources, such as homework tips, classroom strategies, worksheets, etc...
Receptive Language Disorder
http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Receptive_language_disorder?open
This website is made by the government of Victoria, Australia concerning Receptive Language Disorder. This website includes a brief introduction to Receptive Language Disorder and some of the possible causes. The interesting thing about this website is that it points out some of the treatments for Receptive Language Disorder, and where parents/teachers can get help. It also contains some information for teachers to look out for when they have a Receptive Language Disorder student/s in their classroom.
Special Education Support Service (building on ability)
http://www.sess.ie/categories/specific-speech-and-language-disorders/receptive-language-disorder
This UK made website offers a wide variety of teaching tips for teachers that encounters students with Receptive Language Disorder. The website also provides a link to a story about a child that has speech and language disorders. The story was written in the student’s mother’s point of view. It exhibits the time from the child’s birth all the way into her secondary school years. From the story we can see the many progresses and problems that this child with language disorders faced.
Link to Chloe’s story: http://www.ican.org.uk/sitecore/content/TalkingPoint/For%20Parents%20and%20Carers/Parents%20stories/Chloes%20Story.aspx
How to deal with learning disabilities in receptive language
http://www.helium.com/items/1180660-how-to-deal-with-learning-disabilities-in-receptive-language
This website provides ways to work with students with Receptive Language Disability. The article was written by a special education teacher in Burnet, Texas US. It not only provides activates to improve the student’s language ability, but also provides ways for the teacher to act so that the students are able to understand class and homework instructions.
NASET Website
http://www.naset.org/speechandlanguage2.0.html
This is the American National Association of Special Education Teachers’ website. The website provides some information about Receptive Language Disorder as well as some other language learning disorders. It provides links to other resources concerning Receptive Language Disorder and other disorders. The website also provides a link of where students can get diagnosed.
Local contact info:
Website: http://www.soundidears.com/index.html
Email: info@soundidEARS.com
Mailing Address :
Suite 304 South Tower
650 West 41st Street
Vancouver, B.C. V5Z 2M9
Phone:
Tel: (604) 708-9780
Fax: (604) 708-9785
This location provides services for hearing loss, tinnitus, hyperacusis, audio processing disorders, and language processing disorders and other.
Part: 2
ReplyDeleteCharacteristics of Receptive Language Disorder:
Characteristics of Receptive Language Disorder, like all other learning disabilities, vary from one child to the next. The list below illustrates some of the symptoms a child with Receptive Language Disorder might have.
- Not seeming to listen when they are spoken to
- Lack of interest when story books are read to them
- Inability to understand complicated sentences
- Inability to follow verbal instructions
- Parroting words or phrases (echolalia)
- Language skills below the expected level for their age
Information provided by: http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Receptive_language_disorder?open
Curricular modifications or adaptations:
Art classes can be encouraging for students with Receptive Language Disorder. It provides students with visual cues rather than written languages. However, instructions might be hard for the students to understand, so teachers need to make adjustments in their lesson plans.
Image work:
While working with images students can exercise their ability of putting larger concepts into drawings, paintings, photography, clay, and etc... From those images students with Receptive Language Disorders can try to explain to the class their thoughts and ideas. One main problem is to get students to focus on the task at hand. The way to treat that is to monitor the students in the classroom while they are working on their projects by giving them suggestions and positive feedback.
Peer sharing:
Peer sharing during class can build up interaction between the students in the classroom. In art class it allows the movement of artistic ideas. Peer sharing also helps students with Receptive Language Disorder, because it allows the students to see language expressed not only from their teacher’s point of view but also their peers. This activity allows students to be socially active. Limiting the peer art work discussions to only positive feedbacks can build up self-esteem for Receptive Language Disorder students who have social problems.
Instructions:
Giving students with Receptive Language Disorder can be a challenge. Incorporating images and diagrams in the worksheet can be very helpful for these students. Teacher can also slow down their pattern of speech while explaining actives to these students. The key is to simplify instructional language for students with Receptive Language Disorders. Asking for the students feedback can confirm the student’s understand of the activities.
Communication Disorders – Stuttering
ReplyDeletea.1)http://www.stutteringhelp.org/Default.aspx?tabid=708 is a site called the “Stuttering Foundation”, and this particular page is a handout for teens about the myths and facts of stuttering. This site also has a list of recommended readings and sections for teachers, doctors, parents, teens etc.
2)http://www.nidcd.nih.gov/health/voice/stutter.htm the National Institute for Deafness and Other Communication Disorders is one of the National Institutes of Health in the US focusing on research and health information. Statistics have an American bias, but still a great scientific resource.
3)http://www.asha.org/public/speech/disorders/stuttering.htm another American site, but more specific to speech and language disorders. It has a helpful section on “What can I do to communicate better with people who stutter?”
4) http://en.wikipedia.org/wiki/Stuttering This is obviously not the most reliable source, but it is wonderfully condensed and efficient as far as finding the characteristics and treatments.
5) http://kidshealth.org/parent/emotions/behavior/stutter.html is from the kidshealth website which provides information about the health, behavior, and development of children from birth to adulthood. It’s run by the Nemours Foundation, which is a not-for-profit organization (Jacksonville, Florida) that is dedicated to improving the health and wellbeing of children.
b.1) http://www.caslpa.ca/english/index.asp Canadian Association of Speech Language Pathologist and Audiologist is an online resource where one can find professionals in their area. (613) 567-9968 / 1-800-259-8519 in Ottawa
2) www.bcaslpa.ca BC Association of Speech and Language Pathologists, Suite 402, 1755 West Broadway Vancouver, BC V6J 4S5 1-877-BCASLPA (222-7572)
3) http://www.bcaps.bc.ca/ BC Association of People who Stutter. 12674 15th Avenue, White Rock BC V4A 1K3 1-888-301-2227 call Tel: (604) 792-1199 for support group info in specific areas
4) http://www.stutter.ca/ Canadian Stuttering Association 1-888-STUTTER (788-8837)
5) http://www.istar.ualberta.ca/ Institute for Stuttering Treatment and Research, University of Alberta, Phone: (780) 492-2619
continued...
ReplyDeletec. Stuttering, or stammering, is a fluency disorder, where a person’s flow of speech is interrupted by involuntary repetitions or prolongations of words or syllables, and/or pauses of no sound at all. Stuttering symptoms can vary in severity and effect sufferers socially and emotionally. There is no correlation between stuttering and intelligence and anxiety does not cause stuttering, however social anxiety, low self-esteem, nervousness and stress can develop as a result of experiencing this disorder and, in turn, can worsen the problem.
Stuttering, or stammering, can be treated most successfully in young children. There is no cure but the earlier it is treated the less it will affect communication skills, interpersonal relationships and self esteem. Students should be referred to a speech pathologists for evaluation and treatment, to learn coping strategies and techniques to increase fluency.
d. Teachers can help students use the techniques they have learned in speech therapy and to gain much needed confidence from positive feedback and reinforcement. Communication with the student’s speech pathologist is important. There are also skills students can practice at home independently, with parents or with peers before class. Teachers should be patient, positive and encouraging and not finish student’s sentences or tell them to relax or slow down when they are having trouble. Art class may be an opportunity for students who are self conscious about their stuttering to express themselves visually as opposed to orally. As a teacher it may be important to talk with the student one on one to discover ways that they would like to express themselves without the anxiety associated with describing their work in front of the class.
g. Famous people who stutter(ed): Winston Churchill, Marilyn Monroe, James Earl Jones
Communication Disorders – Fluency Disorder (Stuttering)
ReplyDeleteBy: Mimi Tse
Secondary Science (Chemistry)
1. Annotated bibliography:
a) http://www.nidcd.nih.gov/health/voice
/stutter.htm
A great resource about stuttering. Includes information to answer the “what, who, how” questions. Non-technical, easy to understand. Intended for parents, researchers and curious individuals.
b) http://www.stutter.ca/research.html
Provides education and resources for families and friends of people who stutter. Offers advice and support such as self-help groups and treatment options. Releases education and resources through news media to provide educational materials and programs for professionals, teachers and employers. Explains stuttering and its possible causes. Intended for all applicable individuals to read.
c) http://www.speakeasycanada.com/
Speak Easy Inc. is Canada’s registered charitable organization for people who stutter. Provides information and support to adult stutterers, parents of stuttering children, professionals in the field and general public. Also illustrates four stages of life with a stutter. Intended for a wide readership.
d) http://thestutteringbrain.blogspot.com
/2008/12/documentary-by-vancouver-
film-school.html
Features a short documentary movie on stuttering. Enjoyable to watch.
2. Local contact information:
a) British Columbia Association of People who
stutter
12674 15th Ave
White Rock, B.C
V4A 1K3
Toll Free: 1-888-301-2227
Email: maustinson@shaw.ca
Website: http://www.bcaps.bc.ca
/contact.html (go to website for
regional support groups)
b) Avery Fluency Services
#400 – 1338 West Broadway
Vancouver, B.C
V6H 1H2
(604) 714-0945
Email: averyl@interchange.ubc.ca
Website: www.averyfluency.bc.ca
c) Able Care Speech Clinic
SLP Richard Green
2110 East 3rd Ave.
Vancouver, B.C
V5N 1H8
(604) 254-8648
Email: greenrichard@shaw.ca
3. Identification of Dyslexia:
Fluency Disorder is when the pattern of the rate and flow of a person’s speech has interruptions so frequent, that the speaker cannot be understood. Stuttering is a speech disorder in which sounds, syllables, words are repeated or prolonged, disrupting the normal flow of speech. These speech disruptions may be accompanied by struggling behaviours including rapid eye blinks or tremors of the lips. Stuttering causes difficulty in communicating with other people which often affects a person’s quality of life.
Symptoms of stuttering can vary in different activities. For example, speaking before a group or talking on the telephone may increase a person’s stuttering compared to when singing, reading, or speaking in unison which may decrease a person’s stuttering. Students who stutter may:
- repeat excessively words or phrases
- repeat sounds and syllables more often
- increase in prolongations of words
- have speech that starts to be difficult and
strained
- have increased facial tension or tightness
in speech muscles
- result in vocal tension resulting in rising
pitch or loudness
- avoid situations that require talking
- change a word for fear of stuttering
- have facial or body movements along with
the stuttering
Stuttering is usually diagnosed by a speech-language pathologist (SLP) who is a health professional trained in testing and treating individuals with voice, speech and language disorders.
4. Classroom Adaptations:
ReplyDeleteHow the teacher can help with a stuttering child:
- contact and work closely with SLP
- speak to the child’s parents to gain insight into the child’s stuttering and determine a cooperative approach
- keep the child talking so that he/she experiences positive speaking situations
- refrain from advice such as “slow down”, “start over”, “take a breath”. Let him/her finish her sentence
- praise the child for participating verbally in classroom activity. Praise what they say, not how they say it
- maintain eye contact with the child and present a relaxed body-language
- model good speech and language skills (slow and relaxed)
- provide practice opportunities
- do not impose a sense of “time-pressure” on the child’s speaking situations
- repeat back the content of what the child said. This will ensure understanding and reduce the child’s negative memory of this disfluency
- talk with the student privately about his/her speech difficulties; stress that his/her speech will improve with practice
- encourage the student
- be positive
- accept the child as any other students in the class
- be a good listener
- when appropriate, educate other students in the class about speech disorders and about acceptance and understanding
- if reading aloud, turn taking exercise is planned, call on the child first to decrease anticipation
- phrase the questions to only require a yes/no answer or short phrase until ready for more complex answers. This allows the child to experience success speaking and at the same time have her knowledge tested
- if expect a substitute, prepare him/her for the child’s special needs
5. Interesting Facts / Research:
Stuttering is a genetic disorder. About 60% of those who stutter have a close family member who stutters. People who stutter process language in different areas of the brain. And there's a problem with the way the brain's messages interact with the muscles and body parts needed for speaking.
Scientists are using brain imaging tools such as Positron Emission Tomography (PET) and Magnetic Resonance Imaging (MRI) scans to investigate brain activity in people who stutter. Researchers are looking at brain imaging as a way to treat people who stutter. They are studying whether stutterers can learn to recognize, with the help of a computer program, specific speech patterns that are linked to stuttering and to avoid using those patterns when speaking.
Communication Disorders - Expressive Language Disorder
ReplyDeleteRajni Sangar - English
http://www.umm.edu/ency/article/001544.htm
University of Maryland Medical Center created this website. It describes expressive language disorder as being common in children (3-10%). The website outlines what expressive language disorder is in a way that everyone can read and understand it. The website includes expectations and complications such as learning problems, low self esteem and social problems that come with expressive language disorder. The site includes a small section on treatment that could be useful for secondary teachers.
http://www.minddisorders.com/Del-Fi/Expressive-language-disorder.html
The information on this website is compiled by the encyclopaedia of mental disorders. This website is easy to read. Moreover, it makes distinctions between expressive language disorder and other disorders. The site also details how to diagnose the disorder. The treatment section includes tips for parents and teachers.
http://www.psychtreatment.com/mental_health_diagnosis_expressive_language_disorder.htm
This website states of who is able to make a valid diagnoses of expressive language disorder. Although many may be able to recognize the disorder, only trained professionals can diagnose it. The website lists the criteria for diagnosis.
http://www.childspeech.net/u_iv_h.html
This site describes what expressive language disorder is while including how to distinguish it from other disorders. Moreover, unlike other websites, it provides specific examples of problems that children with expressive language disorder may have. This site explains that expressive language disorder ranges in it being evident in children. Some children show signs of it earlier than others.
http://kidshealth.org/parent/system/ill/speech_therapy.html#
Many websites recommend speech-language therapy for children with expressive learning disorder. This website defines what speech-language therapy is and ways to help children. It is easy to access and explains the importance of finding a good speech-language therapist that could be recommended by a doctor or a teacher.
http://www.youtube.com/watch?v=BnRNeDtme0g
I found this video interesting. The girl in the video is Sariah, age 10. She has expressive language disorder. The video shows her speaking while including important information on the disorder as captions.
Contact Information
http://www.bcaps.bc.ca/clinics.html - list of private clinics of speech pathologists in the area
Special Education Technology - BC
105-1750 West 75th Avenue, Vancouver, B.C.
Tel: (604) 261-9450
Columbia Speech & Language Services Inc.
Fairmont Medical Building
750 West Broadway Suite 1316
604-875-9100
Communication Disorders - Expressive Language Disorder Part 2
ReplyDeleteRajni Sangar
There are two types of expressive language disorders – developmental and acquired. Children usually have developmental expressive language disorder. Causes are unknown. Developmental may develop from malnutrition while a mother is pregnant or while a child is growing. Acquired expressive language disorder occurs through some kind of traumatic brain injury.
Children with expressive language disorder are able to understand speech at the same levels of their peers and have the same intelligence. They may understand a word, but cannot use it in a sentence and cannot form complex sentences.
Only a trained health professional can diagnose expressive learning disorder but teachers and parents can recognize it. The test must require verbal replies. Hearing may also be a factor. More importantly, children who speak a different language at home should be tested in that language as well.
Although most websites recommend having a speech-language pathologist, teachers can play an important role in helping students with expressive language disorder. Teachers can help students by modifying the curriculum for students with expressive language disorder. Teachers can give these students less complicated books or sentences to study. Also, when working with their writing make it a process. Help them build their writing slowly one step at a time. Encouraging students to repeat back what you said could also help. Incorporating games or activities that students can work together to build sentences such as words on separate papers and putting them together to form sentences.
Speech Disorder
ReplyDelete1. Annotated bibliography:
A. http://www.cdaac.ca/
This is a communicative disorders assistant association of Canada website. It has online newsletters that contain current information, but unfortunately, you need to be a member to have an access to it. This association has workshops conferences and Canadian resources and links to other disorder associations.
B. http://www.bcaps.bc.ca/clinics.html
This is the BC Clinics and Private Practices website. They are a non-profit, voluntary association that are committed to increase public awareness of stuttering. They encourage and assist support groups in BC who stutter and advocate for improved accessibility and availability of stuttering treatment programs for BC residents. This website has BC clinics contact information as well as links to other web sites about stuttering.
C. http://en.allexperts.com/q/Speech-Disorders-987/
This is a website that established the very first large-scale question and answer service on the net. It was created in early 1998 and has thousands of volunteers, including top lawyers, doctors, engineers, and scientists, waiting to answer questions. There are a lot of questions regarding speech disorder are with posted answers.
D. http://jslhr.asha.org/
This is a speech, language, and hearing research website. They publish information regarding studies of the processes and disorders of hearing, language, and speech and the diagnosis and treatment of such disorders. It has a quick search section where one can type any question on the bottom of each web page. It stores articles from 1936 to the present.
E. http://www.bcaslpa.ca/
This is a BC association of speech and language pathologists and audiologists’ website. They represent the interests of the professions of speech and language pathology and audiology and promote the highest quality of service for the communicatively impaired in BC. It has resources and information for finding private practitioners as well as job postings for pathologists and audiologists.
2. Local contact info:
BCAPS
12674 15th Avenue
White Rock
BC, V4A 1K3
Phone: 1-888-301-2227
Fax: (250) 764-2581
Email: maustinson@shaw.ca
http://www.bcaps.bc.ca/index.html
BC association of speech and language pathologists and audiologists
402 - 1755 West Broadway
Vancouver
BC, V6J 4S5
Phone: 604-420-2222
Fax: 604-736-5606
Toll Free: 1-877-BCASLPA (222-7572)
Email: bcaslpa@telus.net
http://www.bcaslpa.ca/
3. Children with speech sound disorders cannot produce speech sounds, cannot correctly produce specific speech sounds or cannot use speech sounds correctly when they do produce them. Many children grow out of these difficulties naturally, though some may need more help to improve their speech and language skills. The causes of speech sound disorders vary and in many cases the cause is unknown. Known causes of speech impediments are hearing loss, neurological disorders, brain injury, mental retardation, drug abuse, physical impairments, vocal abuse or misuse. Speech therapy is very often the first option for treating speech sound disorders. Speech therapy is the therapeutic treatment of speech difficulties and disorders. It is generally private and only involves the child and his or her therapist, though parents may be involved as needed. Children who have speech sound disorders very often benefit from speech and/or language therapy.
4. Teachers should be aware that children with speech disorder may be teased or bullied for not speaking properly and therefore should remain vigilant against such situations. Encouraging verbal communication and understanding a student will help make the class feel more connected to the students with this disorder. Engaging in particular activities like reading and comprehension exercises, tongue twister activities, clapping and rhyming games, and reading aloud. As children with speech disorder take a longer to say things, be patient with them and give them enough time.
Stuttering
ReplyDelete1. Annotated Bibliography:
• http://www.stutter.ca/
o Our national association for people who stutter. This site offers information on national events and support contacts for people who stutter.
• www.bcaps.bc.ca
o British Columbia’s association for people who stutter. This site is much more specifically targeted to people from our community. Offering not only information on clinics in B.C., this site also organizes events such as camping trips, so that those people who have a stutter can feel comfortable in situations where they have support from individuals with the same condition.
• http://www.speakeasycanada.com/
o A support site for people who stutter. This registered charitable organization for people who stutter offers information for parents of children who stutter, provides tips for teachers with stuttering students, and gives general advice to people who are in relationships with stutters.
• http://www.stuttering-answers.com/Stuttering-Treatment-in-USA-&-Canada.html
o This site, as is clear from its domain name, offers answers to all things related to stuttering. Not only does this site provide lists of books, support groups, articles, audio/visual materials, and treatment centers, but it also categorically lists nearly a dozen different categories of people whom it might deal with people who stutter and it goes on to provide advice to each of those peoples (including teachers)
• http://www.istar.ualberta.ca/html/s6_1.html
o This is the website of the Institute for Stuttering Treatment and Research. Like the sites mentioned above, istar offers advice and information about stuttering. The site also provides a pdf with information for teachers and parents. Istar also offers workshops that people can sign up for on the website, making it a powerful tool for teachers who have students with this disorder.
2. Contact Info:
British Columbia Association of Speech-Language Pathologists and Audiologists
402 - 1755 West Broadway
Vancouver, BC, V6J 4S5
Phone: 604-420-2222
Fax: 604-736-5606
Toll Free: 1-877-BCASLPA (222-7572)
Institute for Stuttering Treatment & Research
Suite 1500, College Plaza
8215 - 112 Street
Edmonton, AB
Canada T6G 2C8
Phone: (780) 492-2619
Fax: (780) 492-8457
E-mail: istar@ualberta.ca
British Columbia Association of People who Stutter (BCAPS) mailing address:
12674 15th Avenue, White Rock BC V4A 1K3
1-888301-2227
Stuttering Part 2:
ReplyDelete3. “When a person repeats (“bu-bu-bu-but”) or prolongs (“Mmmay I…”) more sounds than
usual, hesitates abnormally between sounds (“ba…sket”) or gets stuck on sounds, we
usually say that person stutters or stammers. Symptoms may also include facial or body
tension and movements, blinking and lack of eye contact. Sometimes meaningless words or
sounds are used to help start speech (e.g., “Um,” “Like,” “You know”). These behaviours
comprise the visible aspects of stuttering. What one does not see and hear are the invisible
fears and anxieties that develop as a consequence of stuttering....
“Because speaking among a group of classmates can be painfully difficult for those who
stutter, many children avoid the fear, embarrassment and frustration of trying to speak in
class. They often feign ignorance, answer questions with one word or with a sign or a shrug,
pretend they have left work at home rather than read it aloud, give an answer they know is
wrong because they fear they will block on the right word, or hesitate so long that someone
else steps in to answer for them. Some children will act like the class clown or indulge in
disruptive antics to avoid speaking. Therefore a teacher may not even be aware that a
student stutters.”
- Taken from: http://www.istar.ualberta.ca/content/pdf/About%20Stuttering%20-%20Information%20for%20Teachers%20and%20Parents.pdf
4. This link (http://www.istar.ualberta.ca/content/pdf/About Stuttering - Information for Teachers and Parents.pdf) goes to a pdf file which contains 3 pages of advice on how teachers can assist students with a stuttering problem and incorporate them into the class room. Here are the six key points it recommends and expands upon in the pdf:
1. Foster development of an objective attitude toward stuttering in the child, and
acceptance by classmates
2. Minimize time pressures and stress
3. Facilitate successful participation in classroom activities
4. Help children through difficult times
5. Update parents and speech-language pathologists
6. Early intervention
VOICE DISORDERS
ReplyDeletePosted by: Anna Mendoza
Annotated bibliography:
1. http://www.voiceproblem.org/introduction/index.asp
A non-profit website funded through the Watergate Voice Foundation. Has a long sidebar containing a list of causes of voice disorders. Medically-oriented; helps with an initial diagnosis and outlines steps to take.
2. Canadian Language & Literary Research Network http://www.cllrnet.ca/abou
t A think tank of 165 researchers at 37 institutions, with over 200 trainess and 100 partner organizations. Supports more than 40 projects annually that help teachers and practitioners.
3. The Hanen Centre http://www.hanen.org/web/Home/tabid/36/Default.aspx
A training and research foundation that instructs teachers and families on how to help children with language delays or at risk for language delays. Focuses training on both social and literary skills.
4. http://www.healthline.com/galecontent/voice-disorders
Describes various voice disorders and outlines the physiological differences which cause normal vs. abnormal voice production.
5. http://www.asha.org/public/speech/disorders/voice.htm American Speech-Language-Hearing Association. Though not a Canadian website, has some great resources explaining how children hear and talk, and what to expect from children in elementary school. Contains useful information for parents especially, including the difference between a language delay and a language problem.
b. Addresses and phone numbers
Canadian Language and Literary Research Network
1201 Western Road
London, Ontario
N6G 1H1 Canada
Telephone: 519.661.3619
Fax: 519.661.4223
info@cllrnet.ca
Communicative Disorders Assistant Association of Canada
1800 Sheppard Ave. East
P.O. Box 55009
Toronto, ON M2J 5A0
Phone: 416-544-3503
info@cdaac.ca
Canadian Association of Speech-Language Pathologists and Audiologists
920 - 1 Nicholas St.
Ottawa, Ontario K1N 7B7
Phone: 613-567-9968
caslpa@caslpa.ca
School of Communication Sciences and Disorders
McGill University
Beatty Hall
1266 Pine Avenue West
Montreal, QC H3G 1A8
Phone: 514-398-4137
scsd@mcgill.ca
American Speech-Language-Hearing Association
2200 Research Boulevard
Rockville, MD 20850-3289
Phone:301-296-5700
actioncenter@asha.org
c. Characteristics of voice disorders
-abnormality of volume, quality or pitch of speech
-can be caused by vocal misuse or abuse, injury, deformity, or illness (asthma or allergies, or the more serious laryngitis or even laryngeal cancer... there are many possible causes)
-since people have a range of voices, a voice abnormality is considered a problem if it may be a sign of a serious illness, or if it hampers understanding of speech to the point that communication/socialization are affected .
d. How to deal with the problem of voice disorders
-The three main treatments for voice disorders are medical treatments, voice therapy, and surgical treatments (www.voiceproblem.org/diagnosistreatments/treatment.asp)
-A combination of treatments can be used if appropriate
1) Medical treatments: anti-reflux medicines can treat reflux laryngitis; an injected medicine called botulinum can help with voice disorders caused by muscle spasm (spasmodic dysphonia)
2) Voice therapy: Can help with long-term irritating injury to the vocal folds, resulting in lesions. Therapy can teach patients how to eliminate harmful voice habits so that the lesions get smaller or go away. Also used when voice misuse or abuse results in vocal fold scarring.
3) Surgery: Vocal fold lesions or abnormalities can be removed if they hamper vocal fold vibration. Laryngeal framework surgery can manipulate the voice box framework that improves vocal fold closure. Surgical injection of fat or other substances may add bulk to vocal folds for better vocal fold closure.
f. Famous people with voice disorders:
-Robert F. Kennedy, Jr. had spasmodic dysphonia
-So did Dilbert creator Scott Adams, and radio talk show host Diane Rehm
Articulation Disorder
ReplyDeleteAnotated Bibliography:
http://members.tripod.com/caroline_bowen/phonol-and-artic.htm
Q&A webpage based on common questions about speech and language disorders.
http://www.asha.org/public/speech/disorders/SpeechSoundDisorders.htm
American Speech-Language-Hearing Association diagnosis and treatment suggestions on speech disorders with special pages on articulation.
http://www.cslot.com/index.php?option=content&task=view&id=18
Center for Speech Language and Occupational Therapy: various definitions for speech disorders.
http://kidshealth.org/teen/diseases_conditions/sight/speech_disorders.html
Kids Health organization’s page on treating speech disorders. Outlines various speech disorders and gives suggestions on working with them.
http://specialed.about.com/cs/exceptionalities/a/speech.htm
About.com’s page on language and speech disorders provides a list of practices that could help with working with speech impaired students.
Local Resources:
Vancouver Coastal Health provides access to speech and language pathologists
http://www.vch.ca/EN/find_services/find_services/?&program_id=2447
Vancouver Coastal Health Corporate Office
11th Floor, 601 West Broadway
Vancouver, BC V5Z 4C2
Fraser Health Authority provides assessment of speech and language disorders and therapy.
Fraser Health
Corporate Office
300, 10334 - 152A Street
Surrey BC V3R 7P8
http://www.fraserhealth.ca/your_care/mental_health_and_addictions/assessment_network_for_complex_developmental_behaivoural_conditions
Signs of Articulation Disorders:
Articulation disorders involve the substitutions (slurred or replaced sounds), additions (extra syallables), omissions (missing sounds) and distortions (poor production of correct sound) of speech that can affect communication and understanding. Letters especially affected by articulation disorder are S, L and R.
Classroom Modifications and Adaptations for Articulation Disorders:
Create a quiet classroom environment where students can focus on their immediate usage of verbal communication. Speaking slowly can allow student to hear clearly the correct production of sounds which may benefit their own production. Be positive and support students without affecting the self-esteem.
Additional Information about Articulation Disorders:
Differences contributed to by language or ethnic backgrounds are not considered articulation disorders. Articulation disorders could be detected in some cases as early as age 2 or 3 months.
Sarah McNeil – English
ReplyDeleteSpeech Disorders (1 of 2)
Annotated Bibliography
http://www.asha.org/public/speech/disorders/AdultSandL.htm
The American Speech-Language-Hearing Association website provides a list of common speech disorders, such as apraxia, dysarthria, stuttering, and voice disorders. For each disorder, a definition is given, diagnosis information is provided, and some treatment/management strategies are provided. This website would be useful for those seeking more information about a student with a recent diagnosis.
http://www.ninds.nih.gov/
The National Institute of Neurological Disorders and Stroke has a “Disorders A – Z” section, which can be searched. For the motor control disorders, such as apraxia, the site provides an extensive definition, treatment suggestions, and links. This website would be useful for those seeking more information about a student with a recent diagnosis.
http://www.caslpa.ca/english/resources/consume_info_facts.asp
The Canadian Association of Speech-Language Pathologists has produced numerous fact sheets on the association and their work, speech and language milestones that children should be reaching, and various specific disorders. The material here is largely geared toward younger children, but may be useful for those in need of background information.
http://www.nidcd.nih.gov/health/voice/
The National Institute on Deafness and Other Communication Disorders “Voice, Speech, and Language” page provides good definitions of terms like “voice” and “language,” as well as informational pages on a variety of speech disorders, links to current research, and treatment program guidelines.
http://www.apraxia-kids.org/
Apraxia-KIDS is a website developed by The Childhood Apraxia of Speech Association of North America. It focuses on the speech disorder apraxia, and has extensive information on the symptoms of the disease, how to help children, and what to expect as they develop. Particularly of interest for teachers are the fact sheets on children with apraxia and the education system.
Contact Agencies and Support Groups
The Canadian Association of Speech/Language Pathologist and Audiologists
920-1 Nicholast St.
Ottawa, ON K1N 7B7
Phone: 1-800-259-8519
Fax: 613-567-2859
caslpa@caslpa.ca
The BC Association of Speech/Language Pathologist and Audiologists
402-1755 West Broadway
Vancouver, BC V6J 4S5
Phone: 604-420-2222
Fax: 604-736-5606
admin@bcaslpa.ca
Sarah McNeil – English
ReplyDeleteSpeech Disorders (2 of 2)
Characteristics
There are a wide variety of speech disorders, including apraxia, cluttering, dysarthria, dysprosody, and stuttering. As such, there are also a variety of causes, including stroke, traumatic/acquired brain injury and other neurological conditions, physical impairment, and hearing loss.
Apraxia is characterized by a difficulty in sequencing the sounds in syllables and words, because the brain has trouble coordinating the muscle movements required to form particular sounds. People with apraxia often have difficulty imitating speech sounds, make many errors on an inconsistent basis, and speak quite slowly.
Dysarthria is a motor speech disorder that results from a slowing or paralysis of the muscles in the mouth, face and respiratory system (often occurring after a stroke or other brain trauma). Dysarthria is characterized by slurred speech, quiet speech (often just a whisper), and speaking very slowly. In other, cases, however, a person with dysarthria may speak quite quickly, but incoherently. Changes in tone and rhythm are also common.
Stuttering is a fluency disorder that is characterized by disruptions in the production of speech sounds. Stuttering is most often displayed through the repetition of words or parts of words, and by the prolongation of words or sounds within words. Repeated and frequent use of interjections such as “like” or “um” are also common.
Diagnosis of all speech disorders must be done by a certified speech-language pathologist (SLP). The SLP will observe the speaker under different conditions and working with different sounds, before a diagnosis (and subsequent treatment plan) are given.
Curricular Modifications and Adaptations
It is critical that the teacher work closely both with the student’s caregiver(s) and SLP to develop a plan in the classroom. The teacher should be aware of the student’s speech goals, and together with the student develop a strategy for approaching speech in the classroom. Some key guidelines include:
-providing adequate opportunities for the student to practice speaking in “low pressure” situations (one-on-one rather than in front of the class, for example)
-allowing the student a lot of time to formulate words, never pressuring the student to speak to quickly
-allow the student to finish his/her sentence without interrupting (don’t say, “Take your time,” just let the student finish)
-focusing on the content of the student’s speech and praising the student for good ideas or insights, thus making speaking a positive experience.
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ReplyDeleteStuttering:
ReplyDeleteStuttering is a speech disorder which disrupts the flow of ones speech. The terms ‘um’, ‘ah’ and the repetition of other words is quite prominent. Furthermore, students also may find words take a longer time to pronounce or verbalize. Stuttering may occur more frequently in certain scenarios. For example, public speaking may make an individuals stutter more prominent than normal. Speech therapy can be used to help ones stutter.
Students with a stutter in the classroom should be given adequate time to speak. Furthermore, students and teachers alike should not interrupt the individual who is trying to verbalize something. During speaking activities (ie Presentations), students with a stutter could use visuals as a form of communication, rather than speaking for the majority of the time, having point form notes would help. Teachers should also consult with the students speech pathologist if necessary.
http://www.nidcd.nih.gov/health/voice/stutter.htm
Offers a good overview of speech issues. Offers advice/resources for stuttering therapy.
http://www.stuttering.com/
The website for The National Center for Stuttering. Offers treatment options, as well as diagnosis options for parents.
http://www.stutter.ca/research.html
-Canadian Stutter Association
-offers self help for individuals
http://www.speakeasycanada.com/
-charitable organization for people who stutter
-offers advice for parents and others who listen to those with a stutter
-good introductory website
www.brocku.ca/stutter/srlab.html
Stuttering research laboratory at Brock University. Offers direction for certain research that is ongoing. Has links to published material about stuttering. The research that is conducted is based more or less around the psychological and neurological aspect of the disorder.
Canadian Stuttering Association
P.O. Box 3027
Sherwood Park, AB
T8H 2T1
Phone: 1-888-STUTTER (788-8837)
416-252-TALK (252-8255)
Email: csa-info@stutter.ca
Provincial Voice Care Program
Phone: (604) 875-4204
Fax: (604) 875-5382
Mailing Address:
Pacific Voice Clinic /
Provincial Voice Care Resource Program
G & L Diamond Health Care Centre
Vancouver General Hospital
4th Floor, 2775 Laurel Street
Vancouver, BC
V5Z 1M9
British Columbia Association of People Who Stutter (BCAPS)
12674 15th Ave., White Rock, British Columbia, V4A 1K3
Contact: Tony Intas
Title: Treasurer
Toll-free: 1-888-301-2227
British Columbia Association of People Who Stutter - Vancouver Support Group
Address: 67 Mott Cr., New Westminster, British Columbia, V3L 4L8
Contact: Mary Rose S. Labandelo
Phone: 604-526-1735
Deaf – PE and Social Studies
ReplyDeleteAnnotated Bibliography:
1.http://www.cad.ca/en/
Canadian Association of the Deaf is a website that provides consultation and information on Deaf needs and interests to the public, business, media, educators, governments and others. The site includes news and events, deaf issues and projects and programs geared towards the Deaf. The CAD site also has resources and links as well as terminology definitions.
2.http://www.chs.ca/
The Canadian Hearing Society website is about creating awareness so people who are deaf are respected, can have full access to communication and be able to participate without social, economic or emotional barriers. The CHS site offers many programs and services to meet the needs of people who are Deaf. The site also offers lots of information and facts in several areas such as access and accommodations, adjusting to hearing aids, noise and noise-induced hearing loss, and much more. The site also has links for making donations and becoming a member as well as an online store.
3.http://www.gvad.com/
Greater Vancouver Association of the Deaf website is an organization for the Deaf. It promotes awareness and helps to foster the social, cultural, educational, and recreational activities of the Deaf. The site offers a membership which will allow you to be eligible for the community news and get discounts on events and workshops. The site offers a lot of information for Deaf as well as info on ASL. It also has links to their events, resources, and includes a youth page to try and get youth involved.
4.http://www.bcdeafsports.bc.ca/links/links.html
British Columbia Deaf Sports Federation website is about promoting awareness and acceptance of Deaf athlete nationally and provincially. The site provides services and support in areas of competition, training, counseling, and administration. The site is geared toward all Deaf and Hard-of Hearing athlete and providing them with a variety of sport opportunities in which they can participate. The site includes a list of events, a photo gallery, links, and a newsletter.
5.http://www.deafchildren.bc.ca/
The Deaf Children’s Society of B.C. is a not-for-profit agency that provides resources, programs, support and information to families with deaf and hard of hearing children from birth to age five. The site provides links to resources, donating, and events.
Contact Agencies:
British Columbia Deaf Sports Federation
#254-3820 Cessna Drive
Richmond, B.C.
Tel: 604-333-3606
Greater Vancouver Association of the Deaf
2125 West 7th Avenue
Vancouver, B.C.
Tel: 604-738-4644
Deaf Characteristics:
ReplyDeleteDeafness is defined by the extent of loss of functional hearing and by dependence upon visual communication. A person is deaf when they are completely or partially lacking the sense of hearing and need to use visual communication. Also a person who cannot understand speech (with or without hearing aids or other devices) using sound alone is deaf. People who are deaf rely on visual communication which could include sign language, lip-reading, speech reading, and reading and writing. The implications of a hearing loss vary from person to person and are related to the individual’s circumstances, thus making it difficult to define and classify deafness.
Classroom Modifications and Adaptations:
Teaching PE:
As a PE teacher I would make sure to use a lot more visual cues. When teaching a new skill or explaining an activity I will use demonstrations and hand out written instructions. To get the students attention, instead of just using auditory cues I would use visual cues. I could raise a hand and once students see this they will have to raise their hand as well and stop what they are doing. Also, I think it would be important to set up a few visual cues with the student before class, so they would have a general understanding of what’s going on. Also I would establish a predictable routine so the student will be able to follow easier. I think it would also be important for the other students to get involved and help demonstrate when needed.
Teaching Social Studies:
In a social studies classroom I would also make sure to use a lot of visuals. I would provide visual outlines and do demos whenever possible. I would have the student sit in close proximity to me so it is easier to see how the student is doing. If the student can lip-read or hear a little bit then having them sit close to the teacher will help. Also I would make sure the doors are shut and that the class noise level stayed down. When doing class work I would more likely make smaller groups so it is easier for the student to follow and be included. If the student had an interpreter or aid I would make sure to communicate with them to make sure the student understands.
Famous People who are Deaf:
Heather Whitestrone McCallum, the 1995 Miss America
Communication Disorder :
ReplyDeleteThe process of understanding a spoken language entails these skills: Hearing, Vision, Attention, Speech sounds, Memory, Word processing, and grammar knowledge.
Receptive Language Disorder: The student does not understand what someone is saying to him/her, although the student is a fluent talker. They do not understand the processes used to understand their spoken language. Some signs can be impairment of language or stuttering. The student is often embarrassed of their confusion of language, so they may try to appear invisible by saying very few things in your classroom, hoping to not be noticed.
This disorder is challenging to fix when giving an instruction. The teacher gives an instruction to the student and the student repeats it, but does not understand what the instruction is. Their difficulty of understanding what is said to them can be a crucial component in the classroom. This can be a direct result from a brain trauma or fetal alcohol syndrome.
As an Art teacher candidate I would include visual components and possibly gestures to show the instructions for the project. I would also write down exactly how to do the assignment and photocopy a handout with the instructions written on it with visual diagrams of the “how to” so that the students may go back and replicate the instructions.
Biliography:
http://autistic-students.suite101.com/article.cfm/communication_strategies_for_autistic_children
http://en.allexperts.com/q/Speech-Disorders-987/Receptive-Language-disability.htm
http://www.disability.vic.gov.au/dsonline/dsarticles.nsf/pages/Receptive_language_disorder?OpenDocument
http://www.lltherapyservices.com/services/page-2
http://www.helium.com/items/522961-how-to-deal-with-learning-disabilities-in-receptive-language
http://www.healthscout.com/ency/1/001545.html
http://learningdisabilities.about.com/od/learningdisabilitybasics/p/rsptvlangdsrdr.htm
Contacts:
Able Care Speech Clinic
SLP Richard Green
2110 East 3rd Ave.
Vancouver, B.C
V5N 1H8
604- 254-8648
Columbia Speech & Language Services Inc.
Fairmont Medical Building
750 West Broadway Suite 1316
604-875-9100
Fraser Health Authority provides assessment of speech and language disorders and therapy.
Fraser Health
Corporate Office
300, 10334 - 152A Street
Surrey BC V3R 7P8
Jordan Turner
ReplyDeleteOct, 6th 2009
EPSE 317, Sec 305
Dr. Liz Bredberg
Resource Notebook: Communication Disorder: Deafness
a. Anotated Bibliography:
http://www.cad.ca/en/
The Canadian Association of the Deaf provides consultation and information on Deaf needs and interests to the public, business, media, educators, governments and others. They conduct research and collect data regarding Deaf issues; issue reports on these studies; and provide expertise on them; develop and implement pilot programs. They also offer assistance to Deaf organizations and service agencies across the country, and also provide a major library and resource centre on deafness at our office in Ottawa, Ontario.
http://www.deafchildren.bc.ca/
The Deaf Children's Society of BC (DCS) is a not-for-profit agency that provides resources, programs, support and information to families with deaf and hard of hearing children from birth to age five. Using a family-centred approach, the professionals at the Deaf Children's Society offer their expertise and guidance as families navigate through choices for speech, language, education and communication.
Located in Burnaby, British Columbia, Canada, the Deaf Children's Society provides services and programs to residents of BC. Beyond that, they are available for consultation for anyone seeking information on sign language, hearing loss, education of the deaf, speech-language issues of young deaf children and other areas of early intervention.
http://www.gvad.com/
The Greater Vancouver Association of the Deaf (GVAD) is an organization of the Deaf, hard-of-hearing, parents of Deaf children, hearing people and friends. The purposes of the GVAD are; to promote all matters of the welfare of the Deaf, to foster the social, cultural, educational, and recreational activities of the Deaf, to affiliate and serve with provincial, regional and national organizations of the Deaf and hard of hearing, to ensure that the activities of the society always be intended to contribute positively to the Greater Vancouver area or to any other district within the society’s areas of operation.
http://www.deafoutreachbc.ca/
This site is designed to support Deaf/deaf and hard of hearing students, teachers, parents, and other paraprofessionals working with D/HH students throughout the Province of British Columbia. Their goal is to provide access to general information about deafness, hearing loss, relevant resources, professional development and a venue where an exchange of experiences, ideas and resource materials can occur. This program, hosted by the Burnaby School District, is funded directly by the British Columbia Ministry of Education. The Program services students, whose preferred mode of communication is American Sign Language (ASL), signed supported speech (SSS) and/or spoken communication.
http://www.vcc.ca/programs-courses/detail.cfm?div_id=4&prog_id=42
This is the VCC Deaf and Hard of Hearing program At VCC where there are a variety of courses for deaf and hard of hearing students. These courses include but are not limited to: American Sign Language, Bridge English Lower Advanced English, Lower Beginner English, Lower Intermediate English, Pre-Intermediate English, Sign Language Skills, Speechreading Upper Advanced English, Upper Beginner English, Upper Intermediate English.
This is of necessary knowledge to teachers who teach deaf high school students in order to potentially motivate them into pursuing a variety of higher education.
b. Contact Names, Numbers, Addresses: Local, Provincial, Fedral
1.The Greater Vancouver Association of the Deaf (GVAD)
2125 West 7th Avenue
Vancouver, BC
Fall hours: The GVAD office is open this fall but we do not have regular office hours. Feel free to contact us to make an appointment to come in or for more information.
TTY: 604-738-4644
Fax: 604-738-4645
2.Canadian Association of the Deaf
Suite 203, 251 Bank Street
Ottawa, ON K2P 1X3
Voice: +1 (613) 565-2882 TTY: +1 (613) 565-8882 Fax: +1 (613) 565-1207 info@cad.ca
3.The Deaf Children's Society of BC (DCS)
ReplyDeleteHours of Operation:
8:30AM-12:30PM, Monday to Friday
Other hours by appointment only
200-7355 Canada Way
Burnaby, BC V3N 4Z6
Phone: 604 525 6056
tty: 604 525 9390
fax: 604 525 7307
4.Provincial Outreach Program,
Secretariat, PERCD
South Slope Elementary
4446 Watling St.
Burnaby, B.C.
Canada V5J 5H3
Voice:(604) 664-8560
TTY: (604) 664-8563
Fax: (604) 664-8561
BC Provincial School for the Deaf
Burnaby School District
325 Kincaid St.
Burnaby, BC V5G 1W2
c. Disorder Details for Teacher use:
A hearing impairment or deafness is a full or partial decrease in the ability to detect or understand sounds, caused by a wide range of biological and environmental factors.
d. Curricular Modifications and Adaptations and Suggestions:
Once there is a student who is deaf or hard of hearing in your classroom, you must first discuss with the student what accommodations can be made for that student in the program. Then you can determine how you can modify the environment for the student through physical, instructional and social means.
Physical Modifications:
-Seat students near the teacher or a person who is presenting the information.
-Seat students where they can use their residual hearing and where there are the least amount of distraction.
-Seat students where they can see other students for class discussions.
-Seat students where they can see the interpreter, the teacher and the visual aids in the same line of vision.
-Physical environment accommodations can be made depending upon the students' need, which are: "acoustical ceiling tiles, carpeting, thick curtains, rubber tips on chair and table legs, and proper maintenance of ventilation systems, lighting, doors, and windows." These help to reduce the unnecessary and distracting noises in the classroom.
Pre-instructional Considerations:
-Make sure that there is enough lighting in the classroom. Also, think about which lighting is appropriate for the student who has an interpreter when the room has to be darkened due to the use of overhead projectors and televisions.
-Provide visual reminders whenever possible, i.e. how much time is left to do an assignment.
-When planning, try to use cooperative activities to involve the students in the classroom as much as possible. Also, be sure to include a section on provisions for the deaf and hard of hearing students in your lesson planning.
-Use the overhead projectors as much as you can so that the students can see you and the visual aids at the same time.
-Homework assignment books for the students would be helpful for both teacher and students to ensure that they understand their assignments.
Curriculum Modifications:
-Make sure students are paying attention.
-Keep your directions when doing an activity or assignment clear and concise.
-Keep your face visible to students -- avoid walking around the classroom, turning your back to the students and standing in front of bright lights.
-Use gestures and facial expressions when possible.
-Check for students' understanding and encourage them to ask questions for clarification.
-Repeat comments of other speakers in the classroom during discussion.
-Preview new vocabulary and concepts before presenting new information in class.
-Use a variety of visually oriented presentations.
-Emphasize the main points in your presentations.
-Provide summaries, outlines, or scripts to students when viewing the videotapes or films.
Social Modifications:
-Help students to understand the nature of hearing loss by explaining how to communicate and what to do. Allow the deaf and hard of hearing students explain how to do these things if they are comfortable doing so.
e. First Aid precautions:
ReplyDeleteProblem: Possible communication barriers may arise in emergency situations between the deaf and first responders or other concerned individuals.
Potential Solution: Both first responders and the deaf should be made aware of this and develop strategies in order to prevent confusion. Both parties could become familiar with the American Sign Language (or ASL, Ameslan) sign for both ‘help’ and ‘deaf’. Similairly, first responders could have embedded American Sign Language (or ASL, Ameslan) speakers within their team.
f. Specific Items from my school district.
http://south.sd41.bc.ca/
The British Columbia Provincial School for the Deaf (BCSD)
The British Columbia Provincial School for the Deaf is located within Burnaby South Secondary School. The entire school building is equivalent to three football fields in size. The facilities at Burnaby South provide our deaf students many different benefits including being able to join hearing classes with the aid of an interpreter. If appropriate, deaf students can also stay in the British Columbia Provincial School for the Deaf with a teacher for the deaf. Students also have access to all the latest communication and computer technology in their classrooms. The British Columbia Provincial School for the Deaf is a K to 12 program with Grades 8 to 12 at Burnaby South Secondary while Grades K to 7 are at South Slope Elementary School.
Annotated Bibliography:
ReplyDeleteASHA (American Speech-Language-Hearing Association)
Speech and Language disorders:
http://www.asha.org/public/speech/disorders/
NIDCD (National Institute on Deafness and Other Communication Disorders)
http://www.nidcd.nih.gov/
Laban Movement:
http://en.wikipedia.org/wiki/Laban_Movement_Analysis
Kristin Linklater:
http://www.kristinlinklater.com/welcome.htm
David Diamond – Headlines Theatre
http://www.headlinestheatre.com/
BCASLPA (BC Association of Speech/Language Pathologists and Audiologists)
http://www.bcaslpa.ca/
In the theatre classroom:
Phonation/Resonance:
• Preventing misuse or habitual abuse to the student’s voice
• Projection exercises
• Breathing exercises and actor’s yoga
• Throat relaxation exercises
• Keep a log to record instances of dysfluency and the activities occurring with the student and class
• For stuttering students – reduce the stress and create an accepting environment (Rule #1 for a Theatre classroom is: INSTILLING TRUST)
o Get the students to work on group exercises where responses don’t have to be individually generated
Possible exercises:
• “Magic Mover”
• “Stylized Tag”
• “Fantasy Trip”
• Lots of rehearsal (Repetition)
• Audio/Video recording their speech and listen for errors
• Role play strategies for dealing with specific people or situations Use David Diamond concepts or Theatre of the Oppressed
Language Disorders:
• Use Naturalistic Techniques and Simulated Real-Life Activities to increase language use
• Cloze activities
• Emphasize problem solving
• The “What Are You Doing?” game
• Role play and improv games “Entrances & Exits (revolve around an activity/task
• Use of props – telephones/microphones
• Incorporate music
• Name Games – “I’m packing for a trip” and “In Grandma’s kitchen”
• Classroom set up: standing/sitting in a circle
Communication Disorder
ReplyDeleteDaina Barber
Expressive Language Disorder
1. Annotated Bibliography
a. http://www.healthlinkbc.ca/kbase/topic/special/hw265266/sec1.htm
Health Link BC. This site gives some basic information about what you should expect in speech development; from this site might be able to help guide you in deciding whether or not you should take your child to see a physician regarding their speech development. One thing of course to keep in mind are the dangers of self-diagnosis through an internet education; websites of course cannot diagnosis. However, this site would be a helpful tool in helping readers to understand typical speech and language development.
b.http://www.audiospeech.ubc.ca/htdocs/research/childlang.htm
School of Audiology and Speech Sciences. This University of British Columbia site discusses current studies; I think that the link to child phonology, phonetics, and language acquisition would be particularly helpful when considering expressive language disorder, because it would help the reader better understand how oral language is meant to develop, and then compare that to how oral language develops in a person with expressive language disorder.
c. http://www.uwo.ca/fhs/ASLD/current_studies.html
Autism Spectrum and Language Disorders Lab. I like this site because it is an academic site, and because it offers information on ongoing research, keeping those wanting and needing to be educated on language disorders current, and offers opportunities for people wanting to get involved in research studies. The downside to this is that the research is based in Ontario, which would be a challenge for British Columbians to actually get involved in their research.
d.http://www.caslpa.ca/english/index.asp
Canadian Association of Speech-Language Pathologists & Audiologists. This site is primarily meant for health professionals, but it also offers resources for those needing the services of health professionals through their National Database, in which you can search for medical speech-language pathologists in the relevant geographical area.
e.http://www.minddisorders.com/Del-Fi/Expressive-language-disorder.html
Encyclopedia of Mental Disorders. This site offers: expressive language description, different symptoms, demographics, treatment, prognosis, prevention, and resources. The information is offered clearly and concisely, and would be easy for someone outside of the medical expertise to understand.
2. Resources
a. Barbara Burnet
SLP 405-1475 Comox Street
Vancouver BC V6G 1N9
(604) 688-4876
Email: burnet@shaw.ca
b. Able Care Speech Clinic
SLP Richard Green
2110 East 3 Avenue
Vancouver BC V5N 1H8
(604) 254-8646
Email: greenrichard@shaw.ca
c. Columbia Speech & Language Services
For information contact Wendy Duke, Speech Language Pathologist Suite 1316 -750 West Broadway
Vancouver, BC V5Z 1J3
Tel (604) 875-9100
Fax (604) 875-9130
Email: cslsi@telus.net Website: www.columbiaspeech.com
d. Family Support Institute
227 6th Street
New Westminster, BC
V3L 3A5
604-540-8374
1-800-441-5403
www.familysupportbc.com
e.Karen Derry
Communication Connection for Children and Adults
Coquilam, Port Coquitlem, Porty Moody, Vancouver, Burnaby
BC
(604)789-7673
kderry1@shaw.ca
.
3. Description
ReplyDeleteThere are two kinds of language disorder: developmental, which appears during childhood, and acquired, which occurs as a result of damage to the brain. While there is no known cause for the developmental form of expressive language disorder, the acquired form is usually a result of injury sustained during a stroke or seizure, or some other brain injury. Expressive language disorder is manifested in the difficulty of the putting coherent sentences together. Those with expressive language disorder are just as intelligent as someone without it, but they cannot adequately express themselves, making it difficult to contribute their thoughts and ideas in classroom discussions. It is often difficult to diagnose expressive language disorders, because it is difficult to evaluate someone, when they cannot express their understandings with words; it is difficult to determine whether the person being evaluated is in fact suffering with expressive language disorder, or some other mental disability.
4. Strategies for Teaching Students with Expressive Language Disorders
As teachers we need our classrooms to be safe environments for all students we do not want them to feel anxious or uncomfortable, worrying that we might call on them and they won’t be able to answer us. There are many ways to help kids with expressive language disorders be involved in class without experiencing anxiety, facilitating their learning: to use other forms of evaluation other than in-class discussion like different writing exercises, to give plenty of time for students’ responses so that they do not feel anxiety over having to answer quickly, and to allow students with expressive language disabilities to participate in discussions in ways other than orally expressing themselves, like by writing-out their thoughts on a class discussion and handing them in after class
Communication Disorders: Deaf
ReplyDeletea) www.asha.org provides parents and educators with valuable information and resources on communication disorders
www.caslpa.ca gives the public information on the practice of speech-language pathology and audiology in Canada, and provides useful links to other websites
www.cafccd.com has a wonderful array of resources, related links, personal stories, supports, and information on children with communication disorders as well as on children’s activities
www.cafccd.com/lanark has resources, information, chat room, plus excellent related links for education and families, and superb kid links
www.mnsu.edu/comdis/kuster2/welcome.html has an excellent list of internet sources related to all types of communication disorders. A teacher will be able to find valuable information and strategies on all communication disorders
b) Communitative disorders assistance association of Canada
www.cdaac.ca 416-544-3503 416-544-3503
Learning Disabilities of B.C.
www.speechbille.com/resources/canada.html 250-542-5033 250-542-5033
c) Deafness is the inability to hear sound. It has many causes and can occur at any age. People can go deaf suddenly as a side effect of a virus, or lose their hearing over time because of disease, nerve damage, or injury caused by noise. About 1 in 800 babies is born deaf, often because of genetic factors. Over two million people in North America cannot hear at all, and are considered profoundly deaf. Another 30 million have serious hearing problems.
Characteristics Found in the Classroom:
Difficulty following verbal directions
Difficulty with oral expression
Some difficulties with social/emotional or interpersonal skills
Will often have a degree of language delay
Often follows and rarely leads
Will usually exhibit some form of articulation difficulty
Can become easily frustrated if their needs are not met which will lead to some behavioral difficulties
Sometimes the use of hearing aids leads to embarassment and fear of rejection from peers
d) Many students with hearing disabilities will have some form of specialized equipment recommended by the audiologist - help the child to feel comfortable with his/her device and promote understanding and acceptance with other children in the class
Remember that devices DO NOT return the child's hearing to normal
Noisy enviroments will cause grief to the child with a hearing device and noise around the child should be kept to a minimum
Check the device often to ensure it is working
When using videos - make sure you get the 'closed captioned' type
Shut classroom doors/windows to help eliminate noise
Cushion chair bottoms
Use visual approaches whenever possible
Establish predictable routines for this child
Provide older students with visual outlines/graphic organizers and clarification
Use a home/school communication book
Enunciate words clearly using lip movement to assist the child to lip read
Keep close proximity to the student
Provide small group work when possible
Make assessment accommodations to enable a clear picture of demonstrated academic growth
Provide visual materials and demos whenever possible.
g) Language will be the priority area for students who are deaf or hard of hearing. It is the basic requirement for success in all subject areas and will influence the student’s comprehension in your classroom. Language development and its impact on the learning of students who are deaf or hard of hearing can be complex and difficult to attain. You may find that students will need interpreters, note-takers, or educational assistants to facilitate communication. This process will usually require external personnel involement.
Communication Disorders:
ReplyDeleteArea of Interest—Articulation Disorder
1. Annotated Bibliography
a) http://www.psllcnj.com/articulation_disorders.htm
The Princeton Speech Language and Learning centre offers a comprehensive overview of articulation disorder. It identifies the most common error types a child may experience, and it offers ways to differentiate articulation disorder from other speech disorders, such as phonological disorders. In addition, the website includes services and information on how to access treatment options for caregivers. It is primarily intended as an easy website that directs caregivers towards treatment options, but it can also provide teachers a way to recognize various types of errors that accompany articulation disorder.
b) http://www.kidsource.com/asha/articulation.html
A simple website that offers the most common Q & A in regards to articulation disorder. It is useful for teachers and families if they want to quickly familiarize themselves with common aspects of articulation disorder, but it should not be used to discover avenues for treatment.
c) http://www.asha.org/public/speech/disorders/SpeechSoundDisorders.htm
This website offers an extensive look at the developmental span of articulation disorder. Specifically, it describes cases beyond the errors children typically make, and the potential impact of speech disorders in adults. It also helps differentiate cultural errors that can occur from non-native English speakers. The information is generated from numerous experts, and it is useful for teachers and caregivers who wish to learn more about articulation disorder.
d) http://groups.yahoo.com/phrase/articulation-disorder
A forum dedicated to caregivers who have children who suffer from articulation disorder. It is used as a means to connect and share with others and uncover resources that can potentially aid caregivers in helping their children. In addition, the forum includes a topic for experts to contribute their own expertise into treatment options for individuals who suffer from articulation disorder.
e) http://www.cincinnatichildrens.org/health/info/speech/diagnose/speech-disorder.htm
A useful website that lists as many known symptoms associated with the identification of articulation disorder in a child. The website is intended to promote the resources at the US hospital, but it does offer various tips and practices for caregivers to help address their child’s articulation disorder.
2. Contact Info
It seems that the contact information is primarily listed on various websites:
a. Provincial Level:
http://www.bcaslpa.ca/index.php?option=com_comprofiler&task=usersList&listid=6&Itemid=63
This website offers a list of private speech language pathologists located throughout BC. It identifies their areas of expertise, and provides their phone number in order to get in touch with them.
An example is Wendi Aasland who gears her private practice towards the following areas: school-aged children (articulation, fluency, voice, language); Accent Reduction for adults. Her phone number is listed as 778-549-6361.
b. Federal/National Level:
http://www.caslpa.ca/english/index.asp
This website also offers a nation wide search for speech-language pathologists in order to address every Canadian Province / Territory. The user will need to search for his/her particular area in order to view an available list of all services offered in his/her province
3. Identification:
ReplyDeleteTypically, articulation disorders occur when “a person cannot correctly pronounce one or more sounds” (qtd from textbook). This can take four forms—distortions, substitutions, omissions, and additions. Distortions occur when a sound is produced in an unfamiliar manner; Substitution involves replacing one sound with another sound; Omission is shown through the omission of a sound in a word; and Addition is where an extra sound is inserted within a word (qtd from textbook).
Note that there may be cultural issues involved in the identification process, and a speech error may not be related to articulation disorder; rather, it is a cultural speech error.
Articulation disorder can have an identifiable physical cause (such as cleft palate), but it can also have no identifiable organic cause. It is also noteworthy to consider the student’s learning environment. For instance, the child may not have developed in a speech-rich environment; consequently, his/her speech pattern may be prone to errors because this was the way he/she learned the language.
4. Curricular Modifications:
At the high school level, students with articulation disorders typically may be ridiculed due to their impediments in speech. Consequently, at a general level, it is necessary to implement a positive environment where errors in speech are not a source for amusement by other students.
As an English-teaching candidate, a way to foster an environment where the student can practice his/her speech would be oral presentations. During such endeavours, acknowledge that it is with practice that the student will improve his/her speech abilities. As a result, oral presentations may be initially done privately so as to avoid any sense of embarrassment. As the student gains more confidence in his/her speech patterns, he/she will probably be more likely to speak more openly in class, and participate in class discussions as well.
In addition, smaller group discussions on English topics, such as novels, can be an avenue for the student to practice his/her speech. By pairing the student with fluent English speakers, the student with an articulation disorder can learn and modify his/her speech abilities. In essence, the group of fluent English speaking students act as a model. The teacher can also continually model good speech and language skills.
Finally, it may be necessary to work with a speech-language pathologist in order to design a specific curriculum that satisfies the particular needs of a student suffering from an articulation disorder.
Speech Disorders (from Chap. 3)
ReplyDelete1.http://www.nlm.nih.gov/medlineplus/speechandcommunicationdisorders.html
(Speech and Communication Disorders: Medline Plus)
-research on speech and communication disorders, US site, includes links to journal articles and other references.
2.http://www.bcaslpa.ca/
(BC Association of Speech/Langusge Pathologists and Audiologists)
-includes information on conferences and finding private practitioners of speech and language therapy
3.http://voices.no/mainissues/mi40008000273.php (Music Therapy and Speech Pathology)
-Describes combined use of music therapy and speech pathology
4.http://www.westcoastspeech.com/
(West Coast 5.Speech Language Pathology)
-Provides services for speech and language Pathology
5.http://developmentally-challenged-ed.suite101.com/article.cfm/communication_disorders_in_the_classroom
(Communication Disorders in the Classroom)
-Tips for helping students with speech and language disorders in the classroom.
SouthBridge Speech Therapy Associates
(Private Practice)
Suite 375-2608 Granville Street, Vancouver BC
(604) 697-9229
School of Audiology and Speech Sciences (UBC)
2177 Wesbrook Mall
Therapy BC (pediatric)
1-866-597-2547
Able Care Speech Clinic
2110 east 3rd Ave.
Vancouver BC V5N 1H8
(604) 254-8646
Speech disorders include problems in articulation, voice and fluency. Articulation problems may arise from a lack of good speech models, neurological and neuromuscular disfunction, hearing loss, cleft palette, dental malformations, tumors or brain damage. Problems in speech and language are usually diagnosed when a child's speech and language develops and a disproportionately slow rate. Consideration must also be given to how these speech and language impairments effect the students interaction with their peers and if it effects their academic performance.
Voice disorders relate to volume, quality or pitch and fall into two basic types: phonation and resonance. Phonation refers to sounds produced by the vocal folds, resonance refers to sound produced through the nose. Voice disorders are most often caused by voice misuse and abuse but can also be caused by health problems such as upper respitory tract infections, allergies and asthma. Voice disorders can be addressed through modeling good vocal habits or recording a students vocal misuse for a speech pathologist.
Fluency disorders effect the rate and flow of a person's speech. These disorders include interruptions to speech flow that are so frequent that they prevent understanding. The most frequent type of fluency disorder is stuttering. Others include cluttering, prosody and intonation. These disorders typically consist of blocking, repeating or prolonging sounds. These disorders are very disruptive to the act of speaking. Sometimes speech dysfluencies are a normal developmental occurence for children. Some continue to experience them beyond early school years.If the students confidence and socializing is being adversely affected and there are patterns to there speech dysfluency they should be referred to a speech pathologist.
Classroom adaptations that are inclusive for those with speech disorders include fostering a positive classroom climate. Students should feel accepted and safe in the classroom. The student could be talked with privately, have their difficulties acknowledged and parents could be encouraged to support educational and communication goals. A speech and language pathologist should be worked with. You can also teach the students to monitor their own speech and practice speaking with their parents and friends.
Resource Notebook:
ReplyDeleteCommunication Disorders: Deafness
Teaching Specialties: PE and Social Studies
a)http://www.cad.ca/
The Canadian Association of the Deaf is a website that is full of all sorts of information regarding deafness. It is mostly intended for those who are deaf to give them further information on deaf issues and programs that they can get involved in, but there is also lots of resource material and information that a teacher could find very useful.
http://www.gvad.com/
The Greater Vancouver Association of the Deaf is an organization of the Deaf, hard-of-hearing, parents of Deaf children, hearing people and friends. One of the main goals of the website is to foster the social, cultural, educational, and recreational activities of the Deaf and this relates directly to teaching, but specifically PE with regards to recreational activities. It also has a list of deaf resources from BC, Canada and the world, which could be very helpful for families with children who are deaf.
http://www.widhh.com/
The Western Institute for the Deaf & Hard of Hearing is a website based out of the Vancouver and has considerable information that is relevant. From a teacher standpoint this website has a link of educational resources that would be very helpful for a teacher dealing with students who are deaf, but also the whole span of hearing issues. The institute website also provides information on services for families and children and could be used to refer them to.
http://www.bced.gov.bc.ca/specialed/hearimpair/toc.htm
The Ministry of Education website has resource page directly for hard of hearing and deaf students. This would be an asset for any teacher dealing with hard of hearing and deafness as it includes information on preparing to teach these kinds of students as well as tips for classroom adaptation and much more
http://www.dhhs.ca/.
Deaf & Hard of Hearing Society (DHHS) is an Albertan charitable community based organization that has been providing services for over 47 years. Deaf & Hard of Hearing Service’s mission is to enhance the lives of Deaf, Deafened and Hard of Hearing persons and those with whom they interact. There are not a lot of resources for teachers but there are lot of information on programs and services for people dealing with hard of hearing and deafness. This site may be useful when passing on information to families.
b)BC Association of the Deaf and Blind
c/o 141-6200 McKay Avenue
Mailing address: PO Box 349
Burnaby, BC
V5H 4M9
Deaf Community Foundation of BC
2134 West 32nd Avenue
Vancouver, B.C.
V6L 2A9
British Columbia Deaf Sports Federation
#254-3820 Cessna Drive
Richmond, BC
V7B 0A2
Canadian Association of the Deaf
Suite 203, 251 Bank Street
Ottawa, ON K2P 1X3
Voice: +1 (613) 565-2882
TTY: +1 (613) 565-8882
c) Deafness is a communication disorder that can be diagnosed at different ages. Hearing loss can occur gradually or suddenly, but can also be mild or moderate or it can be severe or profound. If a child is medically/audio logically deaf that child has little or no functional hearing and depends upon visual rather than auditory communication. Visual means of communication include Sign language, lip-reading, speech reading, and reading and writing. Some children may not be completely deaf but may have mild or moderate hearing loss; those children may use hearing aids as well as some of the above forms of visual communication. If a child is determined deaf they would have a communication aid in the classroom, so as a teacher you would be well aware. But in the case of mild/moderate you may not, so paying attention to children’s specific learning needs would be an asset in helping determine if hearing loss is a problem for specific students.
ReplyDeleted) In both my subject P.E. and Social Studies dealing with a completely deaf student would require modifications. Although, they may have a full-time aid working with them (giving sign language etc.) it would require me to use a lot of visuals as explanations. This may even turn out to be a good thing for many other students in my classes who are visual learners as well. In P.E. specifically I would try and use a lot of demonstrations in order to get across specific skills and drills for students with this type of communication disorder. If a student has a mild/moderate hearing problem then I would make sure to speak as clearly and at an appropriate volume.
e)There is a Canadian actress named Marlee Matlin who is deaf. I did not know this and thought it was quite interesting; she has been quite successful as an actress and has even won an academy award for “Children of a Lesser God”.
Communication Disorders
ReplyDeleteStuttering
Brief Overview
Stuttering is also known or referred to as stammering. It is a speech disorder which causes for the speakers flow of speech to be unintentionally interrupted or broken. Besides the communication problem people who stutter are generally ‘normal’ and are able to learn just like other students in the classroom. Low self esteem, nervousness, stress and unwillingness to talk may be associated with those who stutter.
Teachers identification of stuttering
Primary stuttering behaviours are the overt, observable signs of speech fluency breakdown, including repeating sounds, syllables, words or phrases, silent blocks and prolongation of sounds. (http://en.wikipedia.org/wiki/Stuttering) Students who stutter may unintentionally repeat sounds when speaking ex. To-to-tonight. They may carry on the initial sound of a word for too long when trying to get it out ex.mmmorning. Teachers will be able to identify children in the classroom who stutter simply by hearing them speak, however this may be easier said than done as children who stutter may be reluctant to speak out in class. Teachers should not ask students who stutter to slow down or calm down as this will draw attention to the stutter. It is important to focus on what the student is communicating and not how they are communicating. More tips for teachers at http://www.stutteringhelp.org/Default.aspx?tabid=631
Stuttering in the classroom:
Students who stutter will find classes in which discussion, presentation and oral participation is necessary to be very stressful. To help this student feel comfortable the teacher and student should come to a consensus concerning the way in which this student will be asked to participate.
Famous People who stutter:
Tiger Woods- world famous golfer
Marilyn Monroe - Actress and icon
Bruce Willis - Actor who has starred in over sixty movies
Julia Roberts - Academy Award winning actress
Annotated Bibliography:
a. http://www.bcaps.bc.ca/clinics.html
British Columbia Association of People who Stutter - Under general info the site offers information on various resources for early childhood stuttering, teenage stuttering and stuttering in general. It also provides contact information and websites for clinics in BC which are aimed to help those who are trying to reduce their stutter. This contact list also includes support groups for people who stutter.
b. http://www.stutteringhelp.org/Default.aspx?tabid=754
The Stuttering Foundation of America - The site offers a lot of information for teachers who have children in their classrooms that stutter. This information includes: 8 tips for the teacher, note to the teacher: the child who stutters at school, Stuttering: straight talk for teachers and trouble at recess. As is noted in the title of the site, it is an American site but offers good information regardless.
c. http://kidshealth.org/parent/emotions/behavior/stutter.html
Kids Help from Nemours - Web site offers general information on stuttering and other speech / communication problems. It offers in site on stuttering at various ages in a child’s life. The site it broad and acts more as an over view for parents and/or teachers who want to quickly read over stuttering information. It does not provide teacher resources.
d. http://www.stutter.ca/
Canadian Stuttering Association (CSA) - Offers information on support groups, gives advice and offers acceptance to those who stutter. May be a good place for teachers to get in touch with so that if students or parents are looking for support they have somewhere to refer them to and may even be able to give the name of someone to contact.
e. http://www.westutter.org/whoWeHelp/teachers.html
National Stuttering Association - Offers information for teachers on how to help children who stutter. Provides information on communication in the classroom. Offers insight to the bullying and teasing a child who stutters may be faced with. Also provides a general overview on stuttering.
Contact information:
ReplyDeleteBritish Columbia Association of People who Stutter
BCAPS has a toll-free phone and fax number:
1-888-301-2227
12674 15th Avenue,
White Rock BC
V4A 1K3
http://www.bcaps.bc.ca/index.html
Canadian Stuttering Association
Mailing address:
P.O. Box 3027
Sherwood Park, AB
T8H 2T1
Phone: 1-888-STUTTER (788-8837)
416-252-TALK (252-8255)
Email: csa-info@stutter.ca
Communication Disorders: Developmental
ReplyDeleteExpressive Language Disorder
Annotated Bibliography:
http://minddisorders.com/Del-Fi/Expressive-language-disorder.html
This website provides a definition and description of Expressive Language Disorder. It suggests some possible causes of this disorder and some of the signs and symptoms to look for when trying to diagnose it. It indicates who is most affected by this disorder, along with possible methods of treatments. It also provides several resources, including articles and organizations that would be helpful in finding out more information on this type of disorder.
www.speechforkids.com
Speech for Kids: This website offers good tips and resources for parents and speech therapists, specifically working with children and toddlers. It is an excellent resource for speech therapy practices. It offers explanations and answers in regards to speech therapy, and provides contact information for organizations in BC.
www.bcaslpa.ca
BCASLPA (BC Association of Speech-Language Pathologists and Audiologists): The purpose of BCASLPA is to represent the interest of those in the profession of Speech/Language Pathology and Audiology, and also to enhance the quality and availability of services for people who suffer from communication disorders in British Columbia. The website offers useful resources for other websites and organizations within BC, along with providing information on job postings and skill development for professionals.
http://www.healthline.com/adamcontent/expressive-language-disorder-developmental#symptoms
This website provides background information on Expressive Language Disorder. It outlines signs and symptoms, as well as gives some causes and an idea of incidences. There are articles and tools, such as a Development Quiz, provided on this site and it offers explanations of treatments, doctor services and possible prevention methods.
http://www.caslpa.ca/english/index.asp
The Canadian Association of Speech-Language Pathologists and Audiologists offers support to professionals, and people with Communication Disorders, all within one organization. It is very useful in providing fact sheets and information on communication disorders, and offers resources in terms of contact information, event information and links to other online sources. It also provides support to professionals by including job postings, exam and course information, and information on the role and practices of these professionals.
Contact Information:
Therapy BC
Jason Gordon – Provincial Pediatric Therapy Consultant
Phone: 1-866-597-2547 or 1-250-764-2587
Fax: 1-250-764-2581
E-Mail: consultant@therapybc.ca
Columbia Speech and Language Services Inc.
1316-750 West Broadway, Vancouver, BC, V57-1J3
Phone: 604-875-9100
Website: www.columbiaspeech.com
Communication Disorders
7010 Ontario Street, Vancouver, BC, V5X-3B5
Phone: 604-324-9222
SET-BC Region Two – Vancouver
105 – 1750 West 75th Avenue, Vancouver, BC, V6P-6G2
Phone: 604-261-9450
Fax: 604-266-0514
Fraser Valley Child Development Centre
34081 Cyril Street, Abbotsford, BC, V2S-2E8
Phone: 604-852-2686
Fax: 604-852-5794
Website: http://fvcdc.org/
Characteristics:
ReplyDeleteDevelopmental Expressive Language Disorder is generally a childhood disorder, where the child has difficulty expressing him or herself using spoken word. It is a condition where a child has lower than normal ability in vocabulary, in producing complex sentences, and in remembering words. Some signs for a teacher to look for in children who they suspect to have this disorder are the use of a smaller vocabulary, improper use of tenses (past, present, future), problems putting sentences together coherently, using proper grammar and recalling appropriate words to use. Another sign is that the student will not be able to communicate their thoughts, needs or wants at the same level as their peers. These students are often able to comprehend the material that they are learning and are trying to express, but they cannot express their thoughts.
Curriculum Adaptations:
In a Social Studies class this type of communication disorder is important to address because the student would have difficulty in expressing what they are learning through common forms of assessment such as group discussions and presentations. Students with Expressive Language Disorder would not be comfortable speaking in front of the class, or possibly even with the teacher. Some ways to address theses students to make the curriculum accessible to them would be using different methods to get them to show their understanding of a subject, such as having them produce visual projects rather than written or oral assignments. A way to aid the student in the classroom would be to assign a Learning Assistant to help them work through each lesson and display they’re understanding or knowledge of the curriculum. Encouraging language therapy would also be a method the teacher could address with the student’s parents and/or guardians.
Speech Disorders
ReplyDeletePE/English
Communication Disorders
a. Annotated Bibliography:
http://bctf.ca/IssuesInEducation.aspx?id=10564 BC Teachers Federation: This site provides great resources including sample scenarios, journals, parental support, Pro-D information, discussion groups, provincial policies and reports as well as other links to information.
http://www.speechforkids.com/questions/index.html Speech for Kids, Speech Therapy for Children: This site provides many links to other resources, FAQs, and contact information on both free and private speech therapists for children in the lower mainland. Also some information on Autism and speech disorders related to Autism.
http://www.bcaslpa.ca/ BC Association for Speech and Language Pathologists and Audiologists: Provides a great deal of information regarding conferences, private practitioners, as well as contact information for reps in all regions of BC.
http://www.pvcrp.com/ Provincial Voice Care Resource Program/ Pacific Voice Clinic: Provides information about various speech disorders, how to detect problems, how to seek help, treatments, info about their program, as well as many links to literature and publications.
http://www.therapybc.ca/index.php Therapy BC: This site serves to provide information on job postings for different occupations (OT, PT, SLP) but provides an excellent source of links for clinicians in each of these areas.
b. Resources:
BC Association for Speech and Language Pathologists and Audiologists
402-1755 West Broadway
Vancouver, BC
V6J 4S5
Tel: 604-420-2222
Fax: 604-736-5606
Email: admin@bcaslpa.ca
Web: http://www.bcaslpa.ca/
Pacific Voice Clinic
G & L Diamond Health Care Centre
Vancouver General Hospital
4th Floor, 2775 Laurel Street
Vancouver, BC
V5Z 1M9
Phone: (604) 875-4204
Fax (604) 875-5382
Web: http://www.pvcrp.com/
c. Students with speech disorders may present with a range of characteristics. Common disorders
ReplyDeleteinclude stuttering, cluttering, lisps, dysprosody, articulation and phonemic disorders, voice disorders, dysarthria, and apraxia. Many of these disorders arise because of accompanying problems such as nerve damage, structural imperfections, partial paralysis, and even child abuse.
d. Physical Education/English Adaptations:
As a PE teacher, I could test for understanding verbally in private or possibly have written tests where appropriate so that the student does not feel put on the spot. For English, I would do my best to limit time that the student is required to be verbal in the class. On the other hand, practice may be what they need so I would make any adjustments possible to ensure a comfortable learning environment. If the student has a very severe disorder, I could adapt the lesson so that they could take part with the other students without feeling uncomfortable. For example, if we did some acting with our unit on Shakespeare, I could assign that student a role with little or no talking. Students should not be singled out and separated from their peers unnecessarily. Rather, activities that allow students to develop their skills at their own pace with their classmates should be provided. As well, hopefully time spent with a speech pathologist will be available to the student.
Central Auditory Processing Disorder
ReplyDeleteSin hye Park -Art
1. a. http://kidshealth.org/parent/medical/ears/central_auditory.html
This is a website that targets parents, kids and teens, however Central Auditory Processing Disorder (CAPD) section is written for parents. I was good for me to get glimpse of it. The website provides general knowledge about CAPD and suggests several strategies to use at home and schools. It also provides the five main problematic areas of CAPD children.
b.http://www.tsbvi.edu/Outreach/seehear/spring00/centralauditory.htm
The website is mainly for teachers and parents. It provides classroom
benefit from auditory training procedures and phonological awareness training
c. http://www.asha.org
American Speech-Language Association. The website provides wide range of hearing disabilities including CAPD. There are several scholarly articles talking about implications, history of CAPD. Provides detailed diagnosis and treatments.
d.http://www.nidcd.nih.gov/health/voice/auditory.asp
National Institution of Deafness and Other Communication Disorder. The website has clear outline and of CAPD. Suggest five different treatments.
e. http://www.judithpaton.com/
There is an Interesting section in the website addressing adults with CAPD suggesting that adults can still get treatments.
2. CAPD is a disability to hear because the brain can not processes sound. Normally, our brain identifies sounds by analyzing the auditory signal by distinguishing frequency, intensity, and temporal features. Then we can perceive pitch, loudness, and duration. In other words, the sound is transformed to electrical information that can be interpreted by the brain. However, disability occurs when something affects the processing of interpretation of the auditory information. Children with CAPD don’t recognize sound because their brain can not process what is heard or said.
The cause of CAPD is often unknown. However it is often associated with dyslexia, attention deficit disorder, autism, autism spectrum disorder, specific language impairment, pervasive developmental disorder, or developmental delay.
Children with CAPD do not have hearing loss but they do not process sound well. They can not hear and understand fully so that they are just like children with hearing loss. If parents do not recognize this problem early, children with CAPD can develop delay in language and speaking. And they often face academic failure and/or underachievement, loss of self-esteem, and develop social and emotional problems.
3. Five main problem areas in classroom
1) Auditory figure-ground problem: child can’t focus when there’s noise
2) Auditory memory problem: child has difficulty remembering lists, materials for class
3) Auditory discrimination problem: child has difficulty distinguishing similar sounds
4) Auditory attention problem: child has difficulty listening long enough
5) Auditory cohesion problem: child has difficulty in high level listening
Strategies with your children in the classroom
1) Reduce background noise at home and school (carpeting, acoustic ceiling tiles, window treatments)
2) Increase volume and give instructions in simple sentences
3) Provide and maintain peaceful environment
4) Encourage child’s self-esteem
5) Organize and schedule lifestyle, create house routine.
6) rephrase information, provide preferential seating, use visual aids to supplement auditory information
4. In art classroom, I think students with CAPD have not much problem painting, drawing, sculpting and so on. Teachers need to keep the class quiet as much as possible. When giving instructions, teachers should be clear and use good volume and they should always write down things on the board or provide written instruction for the students. Repeating the instructions for the students is good way. And it is encouraged to use pictures/images to explain the lesson. Teachers should pay special attention to the students and check if they understood the instruction correctly.
Part 1
ReplyDeleteStuttering related to English Literature
By Magdalena Misiak
1. Annotated bibliography:
a. http://www.stutter.ca
this website is a general national association for people who have a stuttering disorder. This website includes contact information as well as national fundraising and event information.
b. http://www.bcaps.bc.ca/
this website is a registered, non-profit, voluntary association. It is committed to “increasing public awareness of stuttering and those who stutter and to support stutterers and self-help support groups throughout the province. This website also includes links to stutter-related news, BC clinics, funding, and other links.
c. http://www.speakeasycanada.com/
this website is a Canadian registered charitable organization for people who stutters. It provides information and support to “adults who stutter, parents of stuttering children, professionals in the field, and general public.” This website also includes advice for partners and spouses, suggestions for dealing with stuttering, how those who stutter can better use the telephone, and potential stuttering solutions.
d. http://www.bcaslpa.ca/
this website provides information about speech, language and hearing services which are offered through schools, health centres, hospitals and treatment centres.
e. http://www.friendswhostutter.org
this website is really user friendly and focuses on the specific emotional needs to those who stutter. It provides information about how we can reach out to those who stutter, all the while providing ourselves, and them, with proper resources. T
2. Local contact info:
a) http://www.bcaslpa.ca/index.php?option=com_content&view=article&id=51&Itemid=55
402, 1755 West Broadway
Vancouver, BC V6J 4S5
Phone: 604-420-2222
Fax: 604-736-5606
1-877-BCASLPA
E-mail: admin@bcaslpa.ca
www.bcaslpa.ca
b) http://www2.vpl.vancouver.bc.ca/DBs/RedBook/orgPgs/3/3182.html
BC Association of People who Stutter (BCAPS)
Mailing address: 12674 15th Avenue
White Rock, BC
V4A 1K3
Phone/Fax: 1-888-301-BCAP (2227)
Fax: 604-538-4535
Web: www.bcaps.bc.ca
c) http://www.stuttering-answers.com/Stuttering_Treatment_in_Canada.html
Adriana Scuka
2-1973 Winfield Drive
Abbotsford BC V3G 1K6
(604) 854-5625
ascuka@shaw.ca
d) http://www.yellowpages.ca/search/si/1/Speech+Language+Pathologists/Vancouver
Communication Disorders
7010 Ontario Street, Vancouver, BC V5X 3B5
Telephone : 604-324-9222
e) Able Care Speech Clinic
SLP Richard Green
2110 East 3 Avenue
Vancouver BC V5N 1H8
(604) 254-8646
Email: greenrichard@shaw.ca
Part 2
ReplyDelete3. There are many misconceptions about stuttering which many people fail to acknowledge as false presumptions. It is because of this that the stutter disorder one of the most common misunderstood disorders of communications. The encyclopedia of mental disorders defines attempts to define stuttering as the “blockages, discoordination, or fragmentations of the forward flow of speech (fluency).” It is very common for both children and adult stutterers to use up much energy when speaking. This is very critical because classroom activities involve a large amount of oral effort. It is very important to recognize that this may lead towards frustration and a feeling of defeat and because of this we, teacher candidates, must examine different ways which we can accommodate our students to make sure they have a positive learning experience.
4. While there are many classes which require students to speak out in class, I believe that the English classroom is the biggest hurdle of all. It is important that we be aware of each students stuttering so that we can mould our lesson plans to each students’ communication and individual needs. Listed below are some suggestions for teaching students with a stutter disorder:
a. Provide a good speech model:
- promote slow and clear speaking (parents or guardians of stuttering children usually speak faster than parents that don’t have stuttering children (or that stutter themselves)). By slowing down their speech the children/students will take you as an example. This will also provide the students some much needed time to organize their thoughts, “choose vocabulary and grammatical form, and plan the speech act motorically).”
- form simple words and grammatical forms: students may get flustered when they hear a long sentence or a long/difficult word.
b. Improving a student’s self-esteem:
- re-enforce moments of fluency. Do not tell the student the proper was to be fluent, rather than saying “slow down”, “take a deep breath”, or “stop and start over” will make the child feel as though they are not doing enough and “this may increase guilt and diminish self-confidence.”
- Treat the student(s) with a stuttering disorder just like the rest of the students. By singling them out they may feel as though something terrible is wrong with them. Make sure to include these students in all classroom exercises. It is important to remember that students with stuttering disorders are just like any other students, they may only need additional time for oral presentations, etc.
- like mentioned before, do not acknowledge the students nonfluencies by labelling them. Do not refer to stuttering as a problem, instead “use words that the child uses to describe his or her speech such as “bumpy” or “hard”. Assure the child that it is okay to have nonfluencies, everyone does.”
c. Create a great speech environment:
- Make sure you set out classroom rule such as “no interrupting when someone is talking”. This will give the student who stutters enough time to put together their ideas and plan their utterances accordingly.
- Once your students are aware of the classroom rules make sure to follow them yourself! It is very important for a teacher to be attentive and aware that certain reactions may hurt the child who stutters. To avoid this, do not react inappropriately if the child happens to stutter. Positive re-enforcement is key!
Here is a link that has more information about what is mentioned above:
http://www.mnsu.edu/comdis/kuster/InfoPWDS/lablance.html
7. Famous people with a stuttering disorder:
- Tiger Woods
- Bruce Willis
- Julia Roberts
- Sam Neil
- Marilyn Monroe
- Michelle Williams
- Marc Anthony
This list could go on, if you are interested in more here is the link:
http://www.stutteringhelp.org/Default.aspx?tabid=128
Colin Brown
ReplyDeleteCommunication Disorders – Fluency Disorders (Stuttering)
Physical Education and Social Studies
A. Annotated Bibliography of Websites
1. http://www.bcaps.bc.ca/index.html
British Columbia Association of People Who Stutter
Great resource for assisting people who live in BC for finding appropriate help. Provides activities and information to people of all age groups and names of clinics for more personal care.
2. http://www.stutter.ca/
Canadian Stuttering Association
The CSA offers advice, support, and acceptance. It also provides education and resources about stuttering, self-help groups and treatment options. The CSA is an advocacy organization for Canadians who stutter.
3. http://www.stuttering.com/
The National Center for Stuttering
Provides information for people who stutter in both the US and Canada as well as offering a toll-free hotline for people to call and receive advice and information for their regions.
4. http://www.nsastutter.org/
National Stuttering Association
An American organization devoted to helping people with stutters. This is still a great resources to people who stutter as they inform of the latest in research but do not endorse any specific method.
5. http://www.mnsu.edu/comdis/kuster/kids/teens.html
Just for Teens
A website devoted to giving teenagers resources and connections. It also provides teens with and outside context to their stuttering- it gives them a sense of community and that they are not alone in their impediment.
Addresses
Able Care Speech Clinic SLP Richard Green 2110 East 3 Avenue Vancouver BC V5N 1H8 (604) 254-8646 Email: greenrichard@shaw.ca (local)
BC Association of People Who Stutter has a toll-free phone and fax number: 1-888-301-2227 E-mail: maustinson@shaw.ca
BCAPS mailing address: 12674 15th Avenue, White Rock BC V4A 1K3 (provincial)
Canadian Stuttering Association
Mailing address:
P.O. Box 3027
Sherwood Park, AB
T8H 2T1
Phone: 1-888-STUTTER (788-8837)
416-252-TALK (252-8255)
Email: csa-info@stutter.ca
Characteristics
Speech is often disrupted by repetitions and alterations of words, phrases, syllables, sounds and often have long pauses where no sound is produced during speech. While people of every intelligence level can suffer from stuttering, it often causes self-consciousness in speaking to large or small groups, individuals and may lead to a low level of self-efficacy. While children are young, correction is most effective even though there is no cure available. Speech pathologists should be doing evaluation and treatment rather than individual teachers or parents as pathologists have the necessary tools to assist that youth and improve speech.
Modifications
It would be less likely that modifications would be made in physical education because vocal communication is often limited to key words during games or activities. However, during social studies, the teacher could refrain from calling on that student during question periods, instead allowing them to volunteer. The teacher should also provide an emotionally safe learning environment where the student does not fear stuttering and therefore has less pressure and may even speak better.
Informational Materials for Teachers
Teachers should only be aware of the self-esteem issues involved with stuttering. A child who does not speak in class because of a stutter may know the right answer but is too afraid of speaking. Teachers should provide opportunities for those students to participate without feeling alienated (such as writing answers down in a journal rather than having a large discussion).
Expressive Language Disorder Resources
ReplyDeleteUseful Websites:
Children’s Speech Care Center
http://www.childspeech.net/u_iv_h.html
Includes different categories to understand, think, learn, and discover more information about speech and language disorders. Has specific diagnosis for a variety of speech and language disorders. Information aimed at parents and offers programs, speech therapy. and resources for children for early intervention.
Speechville Express
http://www.speechville.com/
Includes information, resources, and online help regarding speech and language disorders. There are also education and diagnosis sections for further information. Provides a list of resources specific to different provinces and regions. Specific information is available on a variety of speech and language disorders. Additional resources for speech therapy and special education available. Appears to be directed at parents but has an useful section with resources for educators.
Encyclopedia of Mental Disorders: Expressive Language Disorder
http://www.minddisorders.com/Del-Fi/Expressive-language-disorder.html
Provides causes and symptoms, diagnosis, treatment, and prognosis of expressive language disorder. Intended to be used as general information by families and educators of students with expressive language disorder. Provides a list of texts and outside resources available to parents. As well, there is a section for user contributions and discussion.
Speech Disorder
http://www.speechdisorder.co.uk/
Includes extensive sections on common language and speech disorders and their causes. Provides tips on addressing and improving on everyday speech as well as information on speech therapy. Primarily aimed at parents of children with speech disorders but also helpful for educators because it offers ideas on helping those with speech problems as well as addressing sensitive issues such as the relationship between speech and bullying.
Canadian Language and Literacy Research Network
http://www.cllrnet.ca/
Provides recent research done on language and literacy. Offers a Student Network Executive which connects students and researchers. Has an encyclopedia devoted to professional articles on language development and language disorders, reading acquisition, writing acquisition, and numeracy development. Can download and print reliable and current articles on a number of speech and language disorders. Aimed at educators, researchers, and students with an interest in becoming a researcher.
Expressive Language Disorder (pt 2)
ReplyDeleteLocal Resources:
BC Association of Speech/Language Pathologists and Audiologists (BCASLPA)
#402 – 1755 West Broadway
Vancouver, BC
V6J 4S5
Phone: 604-420-2222
Fax: 604-736-5606
Email: admin@bcaslpa.ca
www.bcaslpa.ca
The Hanen Centre (provides specialized programs for parents and educators)
Suite 515 – 1075 Bay Street
Toronto, Ontario
M5S 2B1
Toll Free: 877-HANEN-55
Fax: 416-921-1225
Email: info@hanen.org
Canadian Association of Speech-Language Pathologists and Audiologists
#920 – 1 Nicholas St.
Ottawa, Ontario
K1N 7B7
Phone: 613-567-9968
Fax: 613-567-2859
Email: caslpa@caslpa.ca
Characteristics of Expressive Language Disorder (diagnosis)
Generally, a child with expressive language disorder has trouble orally expressing him/herself through language due to difficulties with sentence construction, word choice, and/or coherence. As well, the child may leave out important pronouns and other words needed for coherence. It is important to note that children with expressive language disorder do not have lower intelligence levels than their peers and often do understand the language and vocabulary that is being in the classroom; they only have problems with their own sentence construction especially when they are dealing with more complicated and abstract thoughts and ideas.
In the classroom, students with expressive language disorder may appear not to understand the material when questioned orally. Instead of assuming that the child does not understand the material taught, it is important to test a student’s understanding through written work as well. However, there are some students who also have trouble expressing themselves through writing as well. As well, students with expressive language disorder may be easy to identify in the classroom because compared to their peers, they have a smaller vocabulary and often their sentences lack coherence. Because of their lack in confidence in speaking, they may be shy and quiet and may have few friends due to the difficulty they have in expressing themselves.
Curricular Modifications and Adaptations that may be used English classrooms
Speech therapy and speech-language pathologists may help many children with expressive language disorder. It is important to work closely with these support workers and get an understanding from them regarding where the student is in his or her development. It is important to ensure that students with expressive language disorders understand the material that is being taught. Even though this usually is not a problem, it is a good idea to touch base with students individually.
In English class, it is important to be sensitive to student’s abilities using language. Try to limit or make optional oral class presentations. Again, working closely with the speech therapist is important here because oral practice may be recommended for students. If the student has trouble with expressing their thoughts in written work as well, be flexible with timelines and give the student more time to complete lengthy written assignments.
Resource Notebook
ReplyDeleteCommunication Disorders: Stuttering
a) Annotated bibliography
British Columbia Association of People Who Stutter
http://www.bcaps.bc.ca/
This site provides good general information on stuttering. It is most valuable because it is BC specific so it provides relevant and local information on news and funding.
National Stuttering Association
http://www.nsastutter.org/stutteringInformation/otherSutteringSites.html
The sites most useful aspects are the ‘general info’ and ‘FAQ’ pages as they provide good basic information on stuttering. There is a short video of a grown woman who was traumatized by her stuttering as a child and I found this to be very insightful. Another useful page provided PDF files of ways to help children and teenagers who stutter (among other things).
British Stammering Association (BSA) Home Page
http://www.stammering.org/
This site is especially useful as it has a link specifically for teachers. Some notables of the link are a ‘teacher’s guide to stuttering,’ and ‘Educating Teachers: a Look at Classroom Problems”
Speakeasy Canada
http://www.speakeasycanada.com/
This site is great because it is run by stutterers, giving a different perspective than a site that is run by professionals. The site provides useful tips for teachers in particular, and gives access to the ‘speakeasy library’ where one can acquire the monthly magazine as well as electronic articles about stuttering.
Friends: The National Association of Young People Who Stutter
http://www.friendswhostutter.org/
This site is unique from the others in that it is directed specifically at youth who stutter. The site has a link titled, ‘In the Classroom’ where teachers, students, and parents can read stories that can help a classroom experience for a stutterer.
b) Contact Information:
BCAPS Toll free phone number: 1-888-301-2227
12674 15th Avenue, White Rock BC V4A 1K3
maustinson@shaw.ca
Vancouver BCAPS representative (for support groups): Mary Rose Labandelo
Tel: (604) 526-1735
E-mail: mi11os@shaw.ca
Canadian Stuttering Association:
P.O. Box 3027
Sherwood Park, AB
T8H 2T1
Phone: 1-888-STUTTER
Email: csa-info@stutter.ca
c) Specific Characteristics- Stuttering is a speech disorder where the flow of speech is disrupted by involuntary pronlongations or repetitions of sounds, syllables, words or phrases.
d) Modifications/ Adaptations- Ask the student what helps them speak more fluently. Do not rush the student, or finish off their words or sentences. One site suggests having a flexible role call so that students can acknowledge their attendance with any word (in case a particular prescribed sound is difficult for them). Use a random method to call on students to speak in class (Anticipation can cause stress and result in increased stuttering). Model slow, relaxed speech.
Because I will be teaching social studies, there will be a significant amount of verbal interaction with and amongst the students. This could potentially create a lot of anxiety for a stutterer but also offers many opportunities for positive speaking contributions.
Speech Disorder –Articulation
ReplyDelete1. Website Index
http://www.psychnet-uk.com/dsm_iv/speech_articulation_disorder.htm
A UK-based website that offers diagnostic tools for articulation disorders as well as "associated features," "differential diagnoses," causes and treatments. The site recommends a speech evaluation be done by a speech-language pathologist.
http://speech-language-therapy.com/0cpd-teachers-resources.htm
A website geared towards speech-language pathologists, but which contains 3 slideshows meant to communicate to teachers how to identify and screen children with possible speech sound disorders and how to talk to parents about the issue.
http://athene.riv.csu.edu.au/~smcleod/ESS513AngieMartinez.pdf
An Australia-based online handbook for teachers about communication disorders. Written by an MEd in Special Education, the handbook includes sections on language development, different types of communication disorders, terminology, assessment and intervention, as well as a section on the impact of these types of disorders on several facets of the individual's life.
http://www.speechdelay.com/forum/
Discussion forum for various speech disorders, including a forum for articulation disorders. It doesn't seem widely used, nonetheless, the questions people pose do seem to get answered. Possibly a good resource for those with little support in their school for dealing with such issues.
2. Contacts
a. http://www.yellowpages.ca/search/si/1/Speech+Language+Pathologists/Vancouver
This site contains contact information for speech language pathologists in Vancouver.
b. BC Assn Of Speech-Language Pathologists & Audiologists
402-1755 Broadway West,
Vancouver, BC V6J 4S5
Telephone : 604-420-2222
http://www.bcaslpa.ca/index.php
c. Pacific Voice Clinic (Vancouver Coastal Health)
2775 Laurel Street
Vancouver, BC, V5Z 1M9
Phone: (604) 875-420
Fax: (604) 875-5382
Website: http://pvcrp.com
3. Recognising Articulation Disorders
Should be fairly straightforward, since these disorders present as poor pronunciation. Errors can include omissions (leaving sounds out), additions (adding extra sounds), substitutions (substituting one sound for another) and distortions (changing a sound, as in a lisp). Someone suspected of having an articulation disorder should see a speech-language pathologist. Especially at the high school level, a student with sypmtoms of an articulation disorder who has not yet been assessed, or who did not previously seem to have a problem should see a doctor, as there might be an underlying physiological/neurological problem or recent brain trauma.
4. Curricular Modifications
Someone with a speech disorder not related to any other learning obstacles (ie: brain trauma, autism, etc.) will certainly be able to meet the learning outcomes required of his or her grade level. Curricular modifications would demonstrate sensitivity to the student's feelings toward public speaking (possibly assigning alternate work during the speech portion of the curriculum, or some sort of agreement reached with the student about calling on him/her for answers).
Communication Disorders – Stuttering
ReplyDeleteA. Bibliography
1. http://www.friendswhostutter.org/ - Provides links for parents and children. Links on how to get involved in helping children who stutter and where else to find helpful information. This is an American website but is a great resource and support system.
2. http://www.stammeringcentre.org/s-index - A British site that provides resources not only to parents and children but also to teachers and therapists themselves.
3. http://stuttering101.com/ - Awesome site with audio clips with information with experts and people who stutter themselves. They speak about specific topics about stuttering which range from stuttering treatment to employment opportunities and job performance of those who stutter.
4. http://www.stutteringhelp.org/ - The Stuttering Foundation provides free online resources, services and support to those who stutter and their families, as well as support for research into the causes of stuttering.
5. http://www.caslpa.ca/english/index.asp - The Canadian Association of Speech-Language Pathologists and Audiologists. Their goal is to provide the support for the professionals working to help those with communication disorders so that help can be well rounded.
B. Contact Information:
1. Columbia Speech & Language Services Inc.
Fairmont Medical Building
750 West Broadway Suite 1316
604-875-9100/604-875-9100
cslsi@telus.net
2. BC Association of People who Stutter (BCAPS)
Phone/Fax: 1-888-301-BCAP 1-888-301-BCAP (2227)
Fax: 604-538-4535
Web: www.bcaps.bc.ca
3. Canadian Stuttering Association (CSA)
Mailing address:P.O. Box 3027Sherwood Park, ABT8H 2T1
Phone: 1-888-STUTTER
Email: csa-info@stutter.ca
C. Stuttering characteristics:
Stuttering is a communication disorder characterized by disruptions in the flow of speech. These disruptions can be repetitions, prolongations, or stoppages of airflow, commonly called blocks. The disruptions in speech may be accompanied by secondary behaviours such as eye rolling, lip tremor, head jerking, hand swinging, and physical tension. People who stutter can show just one form of disruption, however most people who stutter have a combination of disruptions and secondary behaviours. Each person who stutters has his/her own stuttering behaviours.
D. Modifications and Adaptations for Physical Education:
Be aware of the students stuttering disorder. They may have difficulty communicating with others during games and other physical activities. There could be another form of communication used such as clapping to signal readiness for a pass or certain words or phrases that the student who stutters may find easier to say. Never rush the student to answer any question, give them the time they need. Maybe you could talk to the student outside of class about a cue that you might use before asking them a question in class so they know when they should be ready to answer. Instill a community of respect in your class where everyone can acknowledge each other’s differences and be respectful and mindful of these differences.
Fluency Disorders (Stuttering)
ReplyDeleteBy Lisa Leippi
Secondary Science (Biology)
1. Annotated Bibliography
a. National Stuttering Association
http://www.nsastutter.org/
This site contains information and current research that is going on. It is an American organization that is the largest self help for people who stutter in the United States.
b. Canadian Stuttering Association
http://www.stutter.ca/
This is a Canadian site which provides information and resources for people affected by stuttering. This is a great site to start looking for other resources, as it has many links and contacts to other sites and organizations.
c. British Columbia Association of People Who Stutter
www.bcaps.bc.ca
This site is specific to BC. It offers general info and a lot of local information. There are links clinics that offer treatment and new of events that are happening in the community.
d. The Stuttering Foundation
http://www.stutteringhelp.org/
This site is fantastic it offers general info, facts support, etc. This site is unique from the others in that offers separate sections for age groups. The teacher section includes tips, and a list of famous people and other supportive info to make the classroom more inclusive. The kids section offers videos and other media made by kids for kids.
e. The National Association of Young People Who Stutter
http://www.friendswhostutter.org/
This is another site which focuses on information. It also offers personal stories to be supportive and remind people that they are not going through this alone.
2. Contact Info
Canadian Stuttering Association
Mailing address: P.O. Box 3027
Sherwood Park, AB
T8H 2T1
Phone: 1-888-STUTTER (788-8837)
Email: csa-info@stutter.ca
British Columbia Association of People Who Stutter
1-888-301-2227
E-mail: maustinson@shaw.ca
Mailing address: 12674 15th Avenue, White Rock BC V4A 1K3
3. Stuttering interrupts with normal speech flow. People who stutter tend to stumble and repeat the same syllable , or draw out some syllables. Stutterers can also have abnormal stoppages, and may sometimes incorporate body movements. These features are often very obvious to both the speaker and the listener. Stuttering is also sometimes referred to as stammering.
A person who stutters may have a difficult time expressing themselves, and may become overly self conscious. Having to talk in front of the class or their peers may increase stuttering, thus perpetuation their own negative feelings..
4. Classroom adaptations.
- Ask questions that can be answered in relatively few words and keep things positive.
- Avoid drawing attention to it by avoiding terms like “slow down” “take your time” and “think about what you have to say”
- Try to model slow and relaxed speech
- For oral presentations let the student set as many variables as possible, such as whether they present first, middle, or last. Offer practice opportunities, and presentations with smaller groups rather than the whole class.
5. Interesting Tid Bits
- There are quite a few famous people who stutter including Marilyn Monroe, Bo Jackson, and Tiger Woods.
- Stuttering affects more males than females.
Communication Disorders- Aphasia
ReplyDelete- Sarah Nicolai-deKoning (secondary social studies)
PART 1:
a. ANNOTATED BIBLIOGRAPHY:
1. The National Institute on Deafness and Other Communication Disorders (NINDS) is part of the US Department of Health & Human Services. This site provides a good introduction to aphasia and contains basic information about the disorder including causes of aphasia, diagnosis, treatments, and further resources.
http://www.nidcd.nih.gov/health/voice/aphasia.htm
2. The Aphasia Institute is a Canadian-based teaching and learning centre dedicated to reducing barriers to full life participation for those with aphasia. The Institute provides training and resources for those working with people with aphasia.
http://www.aphasia.ca/
3. The website of the Penn State Children’s Hospital provides information specifically related to aphasia in children (referred to as Acquired Childhood Aphasia). It is a quick reference guide that might be used to make an initial assessment.
http://www.hmc.psu.edu/childrens/healthinfo/a/aphasia.htm
4. Hands & Voices is a non-profit organization dedicated to helping the families of those affected by communication disorders as well as the professionals (including teachers) who assist them. Though it is based in the United States, the site provides helpful resources as well as further reading. It contains specific information about Landau-Kleffner Syndrome, a rare type of Acquired Childhood Aphasia.
http://www.handsandvoices.org/
5. UBC and Princeton University have collaborated on a multi-disciplinary research project titled The Aphasia Project. The website provides basic information about aphasia and then describes the ongoing research into various technological devices that might provide helpful everyday support for people with aphasia. An interesting aspect of the website is that it provides a link to an aphasia-friendly version of the page which uses large font and basic pictures to convey information.
http://www.cs.princeton.edu/aphasia/
b.CONTACT INFORMATION FOR AGENCIES/ SUPPORT GROUPS:
1. GF Strong Rehabilitation Centre
4255 Laurel St.
Vancouver, BC, V5Z 2G9
Tel: 604.734.1313
Fax: 604.737.6359
2. BC Aphasia Centre
#212- 5021 Kingsway
Burnaby, BC
V5H 4A5
Tel: 604.877.8066
Email: jennifer@jennifersweeney.ca
3. Life Enhancement Aphasia Program (LEAP)
23 Adanac Services, 2355 Richmond Rd.,
Victoria, BC
V8R 1J8
Tel: 250.370.8730
Email: vmacgillivary@caphealth.org
ksekhon@caphealth.org
4. blueballoon Health Services
37 The Links Road
Toronto, Ontario
M2P 1T7
Tel: 416-229-0749
Email: inquiries@blue-balloon.com
PART 2:
ReplyDeletec. SPECIFICS OF APHASIA:
Aphasia is an acquired communication disorder affecting a person’s language abilities. In children, aphasia usually results from some brain damage caused by major head trauma or else as a result of a brain tumour or other disease. There is also a rare form of Acquired Childhood Aphasia called Landau-Kleffner Syndrome (LKS) that occurs in children who have been developing normally. LKS has no known cause.
Students with aphasia may experience difficulty with speaking ability, writing ability,reading ability, and/or the ability to understand spoken language. As well, students with LKS may experience seizures.
Specifically, teachers might identify students with aphasia by understanding that these students may have issues in the following areas:
from http://www.rch.org.au/kidsinfo/factsheets.cfm?doc_id=10323)
•Following directions or completing instructions.
•Understanding complex sentences.
•Understanding the meaning and content of speech.
•Recognising the difference between sounds.
•Understanding the meaning of words.
•They may appear to be 'not listening' or 'ignoring you' most of the time.
•May not keep up with classmates either with school work or socially.
•May have behavioural problems or be 'acting up' in class.
•May be easily distracted or drift off when listening to speech or stories.
•Poor sentence or grammatical structure.
•Limited content in their speech.
•Confused meaning and grammar.
•Generally use short simple sentences.
•Have difficulty coming to the point.
•Have problems starting conversation or participating in conversations.
•May have difficulties recalling or retelling information.
•Difficulty completing oral and written narratives and/or assignments.
•May have trouble finding the right words.
PART 3:
ReplyDeleted. CURRICULUM MODIFICATIONS:
Students with aphasia will almost certainly require help from the school’s speech and language pathologist.
Suggestions for teaching students with aphasia: (http://specialed.about.com/od/disabilities/a/Aphasia.htm)
1. Use simple, short, uncomplicated sentences to ensure maximum understanding.
2. Repeat instructions or directions and ask the student if further clarification is necessary.
3. Keep distractions at a minimum.
4. Keep conversations as normal as possible to maximize inclusion with peers.
5. Don't correct the student's speech or ask for detailed responses. Accept shorter, simpler answers
6. Allow the student plenty of time to talk.
7. Be patient!
8. Assist with coping strategies.
- some students with aphasia may be able to communicate only through sign-language and thus will require an aid to assist with communication. The same teaching strategies suggested above will still apply.
- teachers should utilize visual aids to assist students with aphasia in grasping basic concepts. This may include picture flashcards or photographs.
e.SPECIFIC PROCEDURES:
For students with LKS, seizures may be a regular occurrence. Teachers should have basic First Aid training and should also be familiar with the administrative procedure of their school for if a student has a seizure in class.
Basic first aid procedure for a seizure (from the Canadian Red Cross):
Signs and Symptoms of a Seizure:
- a sense of urgency to get to safety
- hallucinations such as seeing, hearing, tasting, or smelling something that doesn’t actually exist
- appearance of daydreaming
- uncontrollable muscle movement
First Aid:
- never put anything in the person’s mouth
- protect the person from injury by moving furniture, protecting the person’s head with blankets, and keeping other dangers away from the person
- when the seizure is over, make sure the person is breathing and his/her airway is not obstructed
Call 911 if:
- the seizure lasts more than a few minutes
- the person has several seizures in a row
- the person appears to be injured
- the person is a baby or a child
- the seizure takes place in water
- the person doesn’t wake up after the seizure
f. SUGGESTED RESOURCE:
Teaching Students with Communication Disorders: A Practical Guide for Every Teacher
By James Ysseldyke and Robert F. Algozzine
(can be ordered online from amazon.com)
Pia Lastra Gomero
ReplyDeleteMy disciplines are: Spanish and Business Education
Lisp is a functional speech disorder that involves the inability to correctly pronounce one or more sibilant consonant sounds, usually s or z.
1.Annotated bibliography:
a.http://www.healthline.com/galecontent/lisping-1 It is an American website that provides a database of over one million medical terms as well as 250,000 medical concepts that include diseases, conditions, causes, symptoms, diagnoses, treatments, and other medically related attributes. Parents, teachers and anyone interested in lisp can consult this site.
b.http://www.speechpathology.com/askexpert/display_question.asp?question_id=103 Dr. Cheryl B. Gerard, professor at Minot State University, is an expert in several areas of speech, language and communication. She gives, in this website, advice to others specialist, and the general public, about what kind of assessments should be made to children who seems to have lisp.
c.http://www.cincinnatichildrens.org/health/info/speech/diagnose/speech-disorder.htm a website from a U.S. hospital that informs parents and teachers about the causes, symptoms and treatment of speech disorders.
d.http://www.todaysparent.com/article.jsp?content=209 Article written by Cathie Krycza in the online magazine “Today’s Parent”. She recommends parents to stay calm if their children are diagnosed with lisp because it will very likely disappear when they grow up. For her, the best way to resolve this issue is using games that will teach the children how to pronounce correctly.
e.http://www.speech-language-therapy.com/lisping.htm Article written by Dr. Caroline Bowen, a speech pathology from Australia. In this website, teachers and parents can find detailed information and treatment about lisp. Moreover, it is oriented to specialists, teachers and parents.
2.Contact information
ASHA National Office: American Speech-Language-Hearing Associates
2200 Research Boulevard
Rockville, MD 20850-3289
Phone: 301-296-5700
Speech Pathology at Cincinnati / Children's Hospital Medical Center
Phone: 513-636-4341
Email: speech@cchmc.org .
Canadian Association of Speech-Language Pathologists and Audiologists
920 - 1 Nicholas St., Ottawa, Ontario K1N 7B7 (613) 567-9968
fax: (613) 567-2859 e-mail: caslpa@caslpa.ca
Part 2
ReplyDelete3.Lisp is a functional speech disorder that has no clear known cause. The speech difficulty in a child with a functional speech disorder is probably at a phonetic level: that is, the child has a particular difficulty producing certain sounds correctly. Alternatively, the child has learned to say a sound, or sounds, in the wrong way; and the incorrect pronunciation has become a habit. Lisping, as an isolated speech characteristic, does not usually reduce the child's intelligibility unduly. Most people can easily understand what the child with a lisp is saying. Basically, young children are usually referred for assessment of lisps by their parents or caregivers, or on the advice of pre-school teachers.
If a child has a pronounced lisp, this may be the reason why he or she is so reluctant to read in front of the class. If this speech issue has not been recognized and dealt with before, now is definitely the time to do so. A vigilant and dedicated school staff should have become aware of any speech issues early on, but it is never too late to start working to correct the issues. A conference with the child's teacher and speech teacher will set the child on the right track towards overcoming a speech issue.
A teacher should teach the child to monitor and discriminate his/her own verbal communication and encourage the child to listen to and evaluate her own speech
This disability is diagnosed by a speech pathologist that carries out extensive testing on the children. Also, a pediatrician could diagnose them.
4.If the child, that is diagnosed with lisp, wish to learn the Spanish language, then, for instance, he should practice how to pronounce correctly the s and z. To accommodate this student, the teacher should:
•Encourage the student to talk in front of the class.
•Allow the student to practice his/her speech.
•Recommend the student using audio-aid devices in order to improve the quality of his/her pronunciation.
5.Finally, I should add that the impairment is not a determining factor for his/her studies. Indeed, famous people with lisp such as Humphrey Bogart, Truman Capote, Thomas Jefferson, and Barbara Walters were extremely successful .
Resource Notebook: Communication Disorders (Deaf)
ReplyDeleteIn relation to Physical Education
Annotated Bibliography:
http://www.bced.gov.bc.ca/specialed/hearimpair/toc.htm
The BC Ministry of Education offers a resource guide for teachers to help support students with hearing impairments. The guide was developed to provide teachers with the basic information to ensure student’s success in the classroom. The website offers information regarding classroom adaptation, sample questions to ask parents/ guardians, student interviews, and communication tips.
http://www.bcdeafsports.bc.ca/about/about.html
a. The BC Deaf Sports Federation (BCDSF) is a non-profit organization functioning as the umbrella for deaf and hard-of-hearing athletes in British Columbia. It’s goals are to promote awareness, and acceptance of deaf athletes, establish and maintain contact with all hearing impaired athletes in BC, develop interest in hearing impaired athletes and supporters in competitive and recreational sports, provide services and support in areas of competition, training, couselling and administration, and provide a variety of sport opportunities in which to participate. This site also includes a list of events (currently under construction), a gallery of photos from past events, and a link to the “deaflympics”
http://www.gvad.com/
The Greater Vancouver Association of the Deaf (GVAD), is an organization of the Deaf, hard-of-hearing, parents of Deaf children, hearing people and friends. Purpose is to promote all matters of the welfare of the deaf and acts as a consumer-advocate group on behalf of the deaf community. Membership to the site allows for community news and special pricing to events and workshops.
http://www.cad.ca/en/
Canadian Association of the Deaf is a website that provides consultation and information on Deaf needs and interests to the public, business, media, educators, governments and others. They collect data based on deaf issues and issue reports on these studies which in turn leads to piloting projects and programs geared towards the Deaf. The CAD site also has resources and links to other support services.
http://www.deafoutreachbc.ca/
This site is designed to support Deaf and hard of hearing students, teachers, parents, and other paraprofessionals working with hearing impaired students throughout the Province of British Columbia. Their goal is to provide access to general information about deafness, hearing loss, relevant resources, professional development and a venue where an exchange of experiences, ideas and resource materials can occur. Included in the site is a discussion forum, a Q & A section and useful resources and links section to name a few.
Contact Agencies/ Support Groups
1. British Columbia Deaf Sports Federation
#254-3820 Cessna Drive
Richmond, B.C.
V7B 0A2
Tel: 604-333-3606 (TTY)
Fax: 604-333-3450
2. The Greater Vancouver Association of the Deaf (GVAD)
2125 West 7th Avenue
Vancouver, BC
TTY: 604-738-4644
Fax: 604-738-4645
3. Provincial Outreach Program,
Secretariat, PERCD
South Slope Elementary
4446 Watling St.
Burnaby, B.C.
Canada V5J 5H3
Voice:(604) 664-8560
TTY: (604) 664-8563
Fax: (604) 664-8561
Principal, BC Provincial School for the Deaf
Burnaby School District
325 Kincaid St.
Burnaby, BC V5G 1W2
Explanation of characteristics associated with Deaf Students
ReplyDeleteDeafness, or hearing impairment is a full or partial decrease in the ability to detect or understand sounds, it may be caused by a wide range of biological and environmental factors. With a hearing impairment it is necessary to use visual communication which may include reading/writing, lip-reading, speech reading, and most typically sign language.
Curricular Modifications- Physical Education
As a PE teacher it will be necessary to use a variety of media to promote learning in my PE classes if I had a deaf student. I could have instructions written down on handouts and given out to the class so that student could read about how to perform certain skills or tactics. I would also provide for demonstrations, so not only could they read about what they are to do, but they can see it visually. Also, when giving direction it may be useful to have the student with the hearing impairment to be up front so they may read my lips. Within these classes I may provide for more station work, where students may move to different stations around the gym which will have a visual representation of the activity/ skill they are to perform as well as a written explanation. In this manor all students are on a level playing field.
It will be important to develop and maintain a routine among the class, from getting changed and where to meet, to warm up, activities, cool down, and dismissal. Getting the attention of deaf students may be an issue, so having a routine may help with this. Instead of yelling to get the attention of students I may stand in the centre of the gym waving my hand in a circle to have everyone come in.
Emergency Situations
In the event of an emergency, such as a fire bell, a hearing impaired student may not hear the bell. In this case it is necessary to get into close proximity with that student and possibly guide them where to go, or instruct them to follow the class.
PART 1
ReplyDeleteCommunication Disorders - Speech Disorders (Stuttering)
A. Annotated Bibliography
1. www.bcaps.bc.ca
The British Columbia Association of People Who Stutter (BCAPS) is a non-profit, voluntary association that increases public awareness of stuttering, encourages and assists support groups in BC and improves accessibility to these support groups. This website provides information on stuttering, recent news updates, an index of speech disorder clinics throughout BC and links to other related websites.
2. www.stutter.ca
The Canadian Stutter Association offers help to those who stutter. They provide information and assistance to friends and family members. This website also offers information on self help groups and treatment options.
3. www.speakeasy.ca
Speak Easy Inc. is a registered charitable organization for people who stutter. This website offers advice for parents & spouses and provides teachers & parents help in assisting stutterers on a daily basis. It suggests guidelines for greater fluency and different techniques to help stutterers confront their fear of telephone conversations.
4. www.stutteringhelp.org/
The Stuttering Foundation is the world's first and largest non-profit charitable organization help people who stutter. They provide free online information and offer advice for specific age categories; Preschoolers, School age, Teens and Adults. They also have links for teachers, pathologists and physicians.
5. http://www.stutterisa.org/
The International Stuttering Association looks at stuttering on a global scale. It's goal is to improve living conditions of everyone affected by stuttering and provide a global self help network for people who stutter. This website provides varying points of view on debatable topics. The information is provided in 18 different languages. The news section highlights stuttering events around the world.
B. Contact Agencies and/or Support Groups
Contact Agencies:
British Columbia Association of People Who Stutter (BCAPS)
12674 15th Ave., White Rock, British Columbia, V4A 1K3
Phone: 1-888-301-2227
Email: maustinson@shaw.ca
Website: www.bcaps.ca
Canadian Stuttering Association
P.O. Box 3027
Sherwood Park, AB
T8H 2T1
Phone: 1-888-STUTTER (788-8837)
416-252-TALK (252-8255)
Email: csa-info@stutter.ca
Local Support Groups:
Speak Freely Program
Rosslyn Demonico
33567 Shelly Street
Abbotsford, BC V2S 1A6
604-855-9192
Avery Fluency Services
For information contact: Lisa Avery, Speech-Language Pathologist
#400 - 1338 West Broadway, Vancouver, BC V6H 1H2
Tel (604) 714-0945
Fax (604-742-9957
Email: averyl@interchange.ubc.ca
Web site: www.averyfluency.bc.ca
Able Care Speech Clinic
SLP Richard Green
2110 East 3 Avenue
Vancouver BC V5N 1H8
(604) 254-8646
Email: greenrichard@shaw.ca
PART 2
ReplyDeleteC. Specific Characteristics Associated with Stuttering
Stuttering (or stammering) is a speech disorder involving hesitation before speech, repetition or prolongation of certain syllables, words, sentences or phrases.
Reports indicate that stuttering disfluencies occur more frequently during public speaking or speaking on the telephone.
Ways to Identify Stuttering in Students.
1. Listen for repetition or prolongation of words, syllables, sentences and phrases.
2. Listen for hesitation before speech.
3. Tension in the neck and jaw or quivering lips may indicate stuttering.
4. Stutterers may avoid saying longer, complicated words because they find them frustrating. they will replace them with shorter, simpler words.
5. Students may develop physical behaviours as by-products of stuttering. Facial ticks, eye twitching and tapping feet are common.
6. Stressful situations may exacerbate a students’ stutter.
7. When a student is tired, there will be more disfluency in their speech.
D. Curricular Modifications and Adaptations for Students who Stutter
Ways to Help Students who Stutter
1. Maintain eye contact with the student.
2. Project relaxed body language.
3. Positive reinforcement in the form of praise for the student when they participate verbally in class.
4. Keep the student involved in all class activities. Avoidance just reinforces the negative speech habits.
5. Use reflective listening techniques following a disfluent utterance. Repeat back to the student what they said in different words. Mirroring what they said and rephrasing it back to them will show you understand the students’ message and should reduce the negative memory of the disfluency.
6. Set up an appointment for the student with a speech pathologist if they are willing.
7. Speak with the students’ parents regarding the issue and set goals for the student.
Social Studies and PE teachers have to make certain modifications and adaptations to their daily lesson plans in order to help stuttering students. They should contacts the stuttering student's parents and speech pathologist and formulate certain speech goals that are attainable during in class participation.
In a Social Studies classroom, be sure to allow a student with a stutter as much time as they need to speak. If they are doing presentations and the stuttering student is not comfortable speaking in front of the class, suggest alternative ways the student can make their presentation (eg. Video, power point, helper, etc.).
PE teachers have to be aware of stuttering students also. It would be a good idea to focus more on non-verbal forms of communication when the stuttering student is participating in physical activity. For example, if they students were playing floor hockey, the student with a stutter could hit his stick on the floor a couple of times to signal that he wants to receive a pass.
Teasing is part of childhood and can have negative impacts on students who stutter. Teachers should discourage any teasing because it will form a negative speech memory that will be counterproductive for gaining greater fluency. Improving a students’ self esteem will help them with their stutter as well.
Jo-Anne McKee- English
ReplyDeleteCommunication Disorder: Deafness
(Part 1 of 2)
1. Annotated Bibliography:
a. http://www.speechville.com/resources/canada.html
American site that does contain Canadian links and resources. Fairly expansive site with information for parents and educators dealing with young children though there is a section on youths with more information promised to come. Promoter of equity demonstrated in its language throughout the site. Also has a lot of information about IEP’s (American) which is useful to take a glance at.
b.http://www.chha.ca/chha/
Not-for-profit organization across Canada (with 20 branches in BC) with the aim of assisting hard of hearing and deaf people integrate fully into society by working against isolation and frustration to foster self-esteem and confidence. The site has links to and sponsors scholarships for youths as well as a new ‘youth network’ showcasing videos by deaf youth.
c. http://www.youthcanada.ca/programs/canadian-deaf-youth-leadership-camp
Youth Canada has included a leadership camp opportunity for grade 12 deaf students over the summer of 2010; a link to www.deafyouth.com is still under construction, but I believe important enough to include here. The value of planning and looking forward to a camp over the school year plus the benefit of the camp itself in providing not only a network for deaf youth but leadership skills is one worth keeping an eye on this new site.
d. http://www.fndc.ca/
The Family Network for Deaf Children’s website may not be very sophisticated, but it offers a great number of local social resources to deaf youth in contrast to a predominant emphasis on younger children found elsewhere on the web. For example, the Deaf Youth Today (DYT) branch offers recreational, social and support programs such as summer camps for youth; and the Buddy Program matches younger deaf children with mentoring older deaf youths who have completed a leadership program. The site also has a link to the weekly ‘RearView’ closed captioning movies at local movie theaters.
e. http://deafnative.com/Deaf_Native/Welcome.html
The Intertribal Deaf Council is an organization for American Indians, Alaska Natives and First Nations Indian who are deaf or deaf-blind, which meets for conferences and Spiritual Gatherings with the purpose of giving members access to their heritage and traditions they may not have otherwise. Another benefit of such meetings is that they create a specific support group and network for deaf First Nations. The IDC also provides education, information and support to tribal councils or other interested parties.
2.Contact Resources
a. Family Network for Deaf Children (FNDC)
PO Box 50075 South Slope RPO
Burnaby, BC
V5J 5G3
Has great youth programs outlined above in the annotated bibliography of their website.
b. BC Cultural Society of the Deaf
c/o Sign Language Studies
King Edward Campus, Vancouver Community College
1155 East Broadway
Vancouver, BC
V5N 5T9
Works to provide services that enable the deaf and hearing impaired to meet their cultural needs through various Arts and heritage resources. Also has ASL courses for hearing people.
(Part 2 of)
ReplyDelete3. Deafness is defined as a hearing loss so severe that linguistics information cannot be processed through the ear. As a teacher it is important to consider: whether the student has been deaf since birth (cause of deafness may have other implications), how do his/her parents communicate with them (may reflect attitudes towards using auditory or visual communications), whether the student has developed oral skills (such as lip reading), and what sort of attitudes does the student have towards being deaf. I recommend looking at:
http://www.bced.gov.bc.ca/specialed/hearimpair/toc.htm
This is a valuable resource guide for teachers with a deaf or hard of hearing student from the Ministry of Education with a range of information including sample notes from meetings with parents, IEP teams and other teachers. The ‘tip’ sheets are particularly helpful.
4. Classroom adaptations:
-Speak facing your students so a deaf student can both read lips and get clues from your facial expression. Try to stay in neutral lighting (light coming in from a window can cast shadows across the face).
-Speak naturally. Talking loudly or over-enunciating does not help, in fact it makes it harder for a deaf student.
-Giving an outline of the class agenda helps the student get a sense of purpose, direction, and timing.
-If there is class discussion or group work, it is useful to summarize on the board or have the groups report their work on large paper that can be read as a group.
-Use of overheads, visuals, handouts and outlines.
-Other students in the class can be asked to volunteer as a buddy to help take notes or clarify information.
Resources:
ReplyDelete1) Deaf Children's Society of BC
200-7355 Canada Way
Burnaby, BC V3N 4Z6
Phone: 604 525 6056
tty: 604 525 9390
fax: 604 525 7307
http://www.deafchildren.bc.ca/
The Deaf Children's Society of BC (DCS) is a not-for-profit agency that provides resources, programs, support and information to families with deaf and hard of hearing children from birth to age five. Using a family-centred approach, the professionals at the Deaf Children's Society offer their expertise and guidance as families navigate through choices for speech, language, education and communication.
Located in Burnaby, British Columbia, Canada, the Deaf Children's Society provides services and programs to residents of BC. Beyond that, we are available for consultation for anyone seeking information on sign language, hearing loss, education of the deaf, speech-language issues of young deaf children and other areas of early intervention.
2) BC Cultural Society of the Deaf Inc.
7180 Hecate Place
Vancouver, BC Canada
V5S 4C4
Email: info@bccsd.ca
http://www.bccsd.50megs.com/index.html
It is the provincial branch of the Canadian Cultural Society of the Deaf, which works to ensure that Deaf and Hard of Hearing individuals are able to fulfill their cultural needs and values through performing arts, American Sign Language, Literature, ASL Literacy, Visual arts, and Hertiage resources. It is a Non-profit organization. It includes Deaf members who are Deaf involved with ASL WAY or who are Sign Language Instructors, and it participated in many Activities such as the Deaf Children Festival; The Mini Festival of the Arts, and the presentation of Deaf performers and many other Deaf Talents.
3) Greater Vancouver Association of the Deaf
2125 West 7th Avenue
Vancouver, BC
TTY: 604-738-4644
Fax: 604-738-4645
http://www.gvad.com/
The Greater Vancouver Association of the Deaf (GVAD) is an organization of the Deaf, hard-of-hearing, parents of Deaf children, hearing people and friends. Everyone is welcome to apply for membership.
The purposes of the GVAD are:
- To promote all matters of the welfare of the Deaf
- To foster the social, cultural, educational, and recreational activities of the Deaf
- To affiliate and serve with provincial, regional and national organizations of the Deaf and hard of hearing
- To ensure that the activities of the society always be intended to contribute positively to the Greater Vancouver area or to any other district within the society’s areas of operation
4) Children's Hearing and Speech Centre of BC
ReplyDeleteChildren's Hearing & Speech Centre of BC
3575 Kaslo Street
Vancouver BC, Canada V5M 3H4
TEL: 604-437-0255
FAX: 604-437-0260
TTY: 604-437-1251
http://www.deafeducationcentre.org/
Children's Hearing & Speech Centre of BC (formerly known as Vancouver Oral Centre for Deaf Children) is certified by the Province of B.C. as an independent Group 1 School and licensed through Vancouver Coastal Health as a preschool, group child care and out of school care, providing a family centred approach to auditory - oral education for deaf and hard-of-hearing children from infancy to early primary years. Our itinerant teachers provide services to children and youth in independent schools across Metro Vancouver and the Fraser Valley. Provincially we provide consultation, direct service, and family support. Auditory-Verbal Therapy and itinerant teaching services are available via distance technology to many parts of the province. Children's Hearing & Speech Centre of BC works in partnership with the BC Early Hearing Program, the province's early hearing screening and intervention program.
5) Canadian Association of the Deaf
http://www.cad.ca/
The Canadian Association of the Deaf (CAD) is leading a new initiative designed to help disability-sector organizations meet tax requirements more effectively. The project, called Compliance in the Disability Charity Sector, will operate from December 1, 2007 to March 31, 2010. The goal of this project is to contact more than one hundred existing or aspiring charities across Canada and provide them with tools and presentations to help them work through tax and compliance issues. This project was created to serve charities that serve the needs of persons with disabilities. The presentations are offered free of charge.
Things to do in the classroom to accommodate for the deaf:
ReplyDelete- Give deaf child seat in front or near front. This one is just common sense because the deaf student needs to be able to see the teacher and blackboard (or whiteboard) clearly.
- Be careful about turning your back, because then the deaf child can not read your lips. - Face a deaf student when talking to them directly.
- Talk directly to the child, not to the interpreter (if there is an interpreter - I didn't have one). It is important to do this so that the child feels like he/she is part of the class.
- To reduce the risk of a deaf child being bullied, encourage the child or child's parents to explain deafness/hearing loss to the class.
- Always write tests, quizzes, and homework assignments on the board.
- If you have a mustache and the deaf child reads lips, consider shaving it off or reducing it to a small enough size that does not hinder lipreading.
- If the class is watching a film, either make sure the film is captioned or provide the child with a copy of the script.
- Do not treat a deaf child any differently from the hearing children. That means no special treatment.
- Request the assistance of an itinerant teachers or resource teacher. They may have more suggestions and be able to provide assistance.
- If a website used in the classroom has only audio, make notes for the deaf student.
- Provide an older deaf student with note takers, either peer or professional.
- Be aware of the importance of classroom acoustics, as it has an impact on how much the deaf student is able to hear.
Communication Disorders: Stuttering
ReplyDeleteSocial Studies
1. Canadian Stuttering Association
This site provides information and resources for people effected by stuttering.
Contact:
P.O. Box 3027
Sherwood Park, AB
T8H 2T1
Phone: 1-888-STUTTER (788-8837)
416-252-TALK (252-8255)
Email: csa-info@stutter.ca
http://www.stutter.ca
2. The British Columbia Association of People Who Stutter
The British Columbia Association of People Who Stutter (BCAPS), encourages and assists local support groups for people who stutter
Contact:
12674 15th Avenue,
White Rock BC
V4A 1K3
Toll-free phone 1-888-301-2227
E-mail: maustinson@shaw.ca
http://www.bcaps.bc.ca
3. The Provincial Voice Care Resource Program
To provide British Columbians suffering voice problems with high quality clinical services, and to increase the knowledge and skills of voice care clinicians.
Contact:
Phone : (604) 875-4204
Fax : (604) 875-5382
G & L Diamond Health Care Centre
Vancouver General Hospital
4th Floor, 2775 Laurel Street
Vancouver, BC
V5Z 1M9
http://www.pvcrp.com
4. Communication Disorders Assistant Association Of Canada:
CDAAC is committed to supporting excellence in Communicative Disorders Assistant practice and professional growth of all members.
Contact:
Phone: (416) 544-3503
Mailing address:
1800 Sheppard Avenue East
P.O. Box 55009
Toronto, ON
M2J 5A0
info@cdaac.ca
http://www.cdaac.ca
5. National Institute For Stuttering Treatment And Research:
ISTAR, the Institute for Stuttering Treatment and Research is a self-supporting, non-profit organization that offers specialized treatment to children, teens and adults who stutter.
Contact:
Suite 1500, College Plaza
8215 - 112 Street
Edmonton, AB
Canada T6G 2C8
Phone: (780) 492-2619
Fax: (780) 492-8457
E-mail: istar@ualberta.ca
http://www.istar.ualberta.ca
Characteristics Of Student With A Stutter: Social Studies
Student often repeats words or parts of words, as well as prolongations of speech sounds. These problems with communication occur frequently. Many students will appear to be very tense or "out of breath" when talking. The student’s speech may become completely stopped or blocked. Blocked is when the mouth is positioned to say a sound, sometimes for several seconds, with little or no sound happening. After some effort, the person may complete the word. Interjections such as "um" or "like" can occur, as well, particularly when they contain repeated ("u- um- um") or prolonged ("uuuum") speech sounds or when they are used intentionally to delay the initiation of a word the speaker expects to "get stuck on."
Some examples of stuttering include:
•"W- W- W- Where are you going?" (Part-word repetition: The person is having difficulty moving from the "w" in "where" to the remaining sounds in the word. On the fourth attempt, he successfully completes the word.)
•"SSSSave me a seat." (Sound prolongation: The person is having difficulty moving from the "s" in "save" to the remaining sounds in the word. He continues to say the "s" sound until he is able to complete the word.)
•"I'll meet you – um um you know like – around six o'clock." (A series of interjections: The person expects to have difficulty smoothly joining the word "you" with the word "around." In response to the anticipated difficulty, he produces several interjections until he is able to say the word "around" smoothly.)
Teachers Use:
ReplyDelete• Repetitions of whole words and phrases become excessive
• Sound and syllable repetitions start happening more often
• There is an increase in the prolongations of words
• Speech starts to be especially difficult or strained
• You notice increased facial tension or tightness in the speech muscles
• You notice vocal tension resulting in rising pitch or loudness
• Student tries to avoid situations that require talking
• Student changes a word for fear of stuttering
• Student has facial or body movements along with the stuttering
Modifications: Social Studies Secondary School
•Avoid corrections or criticisms such as "slow down," "take your time," or "take a deep breath." These comments will make the student feel more self-conscious.
•Avoid having your student speak or read aloud when uncomfortable or when the stuttering increases. Instead, during these times encourage activities that do not require a lot of talking.
•Don't interrupt your student or tell him or her to start over.
•Don't tell your student to think before speaking.
•Provide a calm atmosphere in the classroom.
•Speak slowly and clearly when talking to the student or others in his or her presence.
•Maintain natural eye contact with them. Try not to look away or show signs of being upset.
•Let the student speak for themselves and to finish thoughts and sentences. Pause before responding to questions or comments.
•Do not ridicule the student.
•Treat them like other children-special attention will make the student feel uncomfortable.
•Give them a chance to speak out their views and participate in Social Studies activities
•Encourage the child and be patient.
•Initially, until he adjusts to the class, ask him questions that can be answered with relatively few words.
•If every child is going to be asked a question, call on the child who stutters fairly early. Tension and worry can build up the longer he has to wait his turn.
•Assure the whole class that (1) they will have as much time as they need to answer questions, and (2) you are interested in having them take time and think through their answers, not just answer quickly.
Reading aloud in class
•Most children who stutter are fluent when reading in unison with someone else.
•Rather than not calling on the child who stutters, let him have his turn with one of the other children.
•Let the whole class read in pairs sometimes so that the child who stutters doesn't feel "special."
•Gradually they may become more confident and be able to manage reading out loud on his own.
Amn Litt
ReplyDeleteEPSE 317(309)
Deafness:
Deafness can range in severity from minor hearing problems to a complete inability to hear sound and can occur in people of all ages from a number of causes: inner ear infection, disease, head trauma, exposure to excessive noise, nerve damage, and genetic factors to name a few. People can also be born deaf. Most deaf children are usually diagnosed by the age of two; in the case of people who develop hearing loss in adulthood or during adolescence it can be harder to spot at first. The most tell tale signs that someone is developing hearing loss are a slowed response or no response at all to noises, an inability to hear high pitched sounds, and trouble discerning between similar sounds such as “th” and “sh”. Furthermore, severe deafness (especially when suffered from birth or early in life) impairs a person’s speech because it prevents them from hearing how words are supposed to be pronounced or what their own speech sounds like and, so, it is hard for deaf people to fully articulate their words. The only methods of treatment for deafness are hearing aids (which are effective so long as a person has some hearing ability), or, if a hearing aid doesn’t work, the use of a cochlear implant – which is a device that converts sound into electrical impulses that are transmitted to the auditory nerve through very thin wires implanted in the ear canal. Once deafness is diagnosed in someone, it is imperative that they undergo special communication training involving sign language, lip reading, and speech therapy – however, deaf people are often trained in sign language alone.
Curricular modifications:
Deaf people possess the same cognitive abilities as any other student in the classroom so the accommodations necessary in order to help deaf students succeed are fairly simple, regardless of the subject or age level (assuming that they’ve undergone or are having communication training). First, teachers must remember never to deliver their lessons purely as oral lectures. This would make it nearly impossible for a deaf or hearing impaired student to follow along. Instead, a teacher should give hearing impaired students detailed notes and a break down of the lesson which is about to be given so that they know what is being covered and what the teacher is “talking” about. Moreover, it would be helpful for teachers to write on the board and use visual aids as much as possible and to seat their hearing impaired students at or near the front of the class so that they can clearly see the board, overhead projector, and so forth, and so that a student who is not completely deaf is able to hear as much of the teacher’s speech as possible. Also, if their should happen to be any teachers in the school who are trained in sign language, it would be a very good idea for a teacher to look into having their deaf or hearing impaired students placed in those classrooms. There are also a number of special schools for the deaf as well as schools with special programs for deaf students that can be consulted if a deaf child should struggle in a regular classroom.
Relevant Websites:
ReplyDelete1) About Deafness
www.deafness.about.com
This site offers information of the different types of deafness and has articles on living with deafness. It also has recommendations on a number of books, articles, and resources available to deaf people and the parents of deaf children. Also, there are videos on basic sign language and information the different kinds of hearing aids and how to get them.
2) WHO – Deafness
http://www.who.int/topics/deafness/en/
The World Health Organization’s webpage on deafness and hearing impairments provides fact sheets on deafness and hearing problems, links to relevant sites and publications, and contains featurettes on people living with hearing problems.
3) Deafness Research Foundation
www.drf.org
This website is for an American research foundation dedicated to treating hearing loss and deafness. It contains information on almost every topic you might what to explore related to deafness, hearing, factors affecting hearing, the ear in general, and treatment options.
4) National Institute on Deafness and other Communication Disorders
www.nidcd.nih.gov
Offers information on research being conducted by the institute into issues surrounding hearing impairment and communication disorders in general, health information for people dealing with hearing problems, tips on how to protect your hearing, information for parents, communication methods and devices to improve one’s hearing, student/teacher activities for deaf people, lists of free publications on communication disorders, and a directory of organizations that provide information on communication disorders.
5) Canadian Association for the Deaf
www.cad.ca
A national organization that provides consultation and information on deaf needs and interests and conducts research into deaf issues.
Contact Agencies:
BC Deaf Sports Federation
#254-3820 Cessna Dr., Richmond, BC, V7B-0A2
Video Phone: 207.102.70.182
Tel: 1-800-855-0511
Tel: 604-333-3606
Fax: 604-333-3450
Children’s Hearing & Speech Centre of BC
3575 Kaslo St., Vancouver, BC, V5M-3H4
Tel: 604-437-0255
Fax: 604-437-0260
BC Cultural Society of the Deaf
7180 Hecate Pl., Vancouver, BC, V5S-4C4
Email: info@bccsd.ca
Vancouver Island Deaf and Hard of Hearing Centre
Victoria: 300-1627 Fort St., Victoria, BC, V8R-1H8
Tel: 1-800-667-5448
Fax: 250-592-8147
Email: Victoria@idhhc.ca
Nanaimo: 67 - B Skinner St, Nanaimo, BC V9R-5G9
Tel: 1-877-.424-3323
Fax: 250-753-9601
Email: Nanaimo@idhhc.ca
Greater Vancouver Association of the Deaf
2125 West 7th Ave., Vancouver, BC, V6K-1X9
Tel: 604-738-4644
Fax: 604-738-4645
Tyler McDonald
ReplyDeleteCommunication Disorders – Speech Disorders (Stuttering)
A.
1. www.bcaps.bc.ca
The British Columbia Association of People Who Stutter is a non-profit, voluntary association that serves primarily to increase public awareness of stuttering and encourages and assists support groups in BC. The website provides updated information on stuttering and an index of speech disorder clinics in BC and links to other related websites.
2. www.stutteringhelp.org
This is the world’s first and largest non-profit charitable organization helping people that stutter. They offer advice and provide free online information, as well as having links for teachers and physicians.
3. www.stutter.ca
The Canadian Stutter Association provides information and assistance to people who stutter as well as to friends and family members. They ofer information on self help groups and treatment options
4. www.powerstuttering.com
The Power Stuttering Center offers an intensive training program which is supposed to cure those who suffer with intensive stuttering.
5. www.naturalhelpforstuttering.com
This is a new and very unique program that offers homeopathic cures remedies for stuttering. Through vitamins and minerals combined with support, people with stuttering problems may cure themselves the natural way.
B.
1. British Columbia Association of People Who Stutter
12674 15th Avenue,
White Rock BC
V4A 1K3
1-888-301-2227
2. Canadian Stuttering Association
P.O. Box 3027
Sherwood Park, AB
T8H 2T1
1-888-STUTTER
3. The Provincial Voice Care Resource Program
G&L Diamond Health Services
Vancouver General Hospital
4th Floor, 2775 Laurel Street
Vancouver BC
V5Z 1M9
4. National Institute For Stuttering Treatment And Research
Suite 1500, College Plaza
8215-112 Street
Edmonton, AB
T6G 2C8
5. Communication Disorders Association of Canada
1800 Sheppard Avenue East
Toronto, ON
M2J 5A0
C. Characteristics of A Student With A Stutter
Stuttering is a speech disorder in which the flow of speech is disrupted by involuntary repetitions and prolongations of sounds, syllables, words or phrases, and involuntary silent pauses or blocks in which the stutterer is unable to produce sounds. The severity of a stutter is often not constant even for severe stutterers. Stutterers commonly report dramatically increased fluency when talking in unison with another speaker, copying another's speech, whispering, singing, and acting or when talking to pets, young children, or themselves.[7] Other situations, such as public speaking and speaking on the telephone are often greatly feared by stutterers, and increased stuttering is reported.
D. Implemented Curriculum
Give the student the necessary time needed to make complete answers. Meeting with a speech pathologist may help. Do not remind the student that they are stuttering.
Corey Hamade
ReplyDelete39467055
(PE and Business)
Deafness:
1.Annotated Bibliography:
http://www.cad.ca/en/
Canadian Association of the Deaf's website is full of interesting links and information. It has up to date current events, as well as other issues that deafness affects: employment, educations, heath care, youth. It also has basic information along with programs and projects such as Registered Eduction Savings Program and the Visible Languages Translation Initiative Project. And finally, a list of other resources and information if necessary.
http://www.deafchildren.bc.ca/
The Deaf Children's Society of BC helps families with deaf children from birth to age five. They provide consulting for anyone seeking information on sign language, educating deaf children or other areas of early intervention. The web site has a library and a book store to provide information. It also has a videos on how to do sign language. Up coming events in the deaf community are also found on this site.
http://deafbc.ca/
This website is a blog that keeps the deaf community up to date on recent events and activities in BC. It allows others to post on the site any thing that they feel is important for other people to know.
http://www.gvad.com/
Greater Vancouver Association of The Deaf's website keeps their membership informed and provides support for deaf people, parents of deaf children, and anyone else who wants to join. The organization provides scholarships and donations to other deaf organizations in the area.
2.Greater Vancouver Association of the Deaf
2125 W 7th Ave
Vancouver, BC V6K 1X9
(604) 738-4644
3.Deafness is the inability to hear sound. It is a spectrum with minor hearing problems at one end and profound, complete deafness at the other. Profound deafness is easy to recognize, since people will notice such a large change in hearing. Doctors who specialize in hearing disorders use many tests to measure hearing loss or track down its cause. Sensorineural hearing loss and deafness tends to be permanent because it involves damage to nerves or to the inner ear. In order to communicate, many deaf people lip-read or use sign-language.
4.Physical Educations
Instruction – Typically instruction for PE is verbal, for a deaf student it would help if instructions, rules and teaching points were written rather then verbally explained
Demonstration – Make sure visual demonstrations are done so student can visualize how to perform the skill, rather then just talking about the skill.
Team game strategy – Develop hand signals for different plays or strategies in team games.
Resource Notebook
ReplyDeleteBy Enrique Rodriguez, Math Teacher
“Hearing Impaired or Deafness”
1. Annotated Bibliography
a) http://www.asha.org/public/hearing/disorders/effects.htm
i. I chose this website because it provides scientific background on speech and communication disorders, not only on profound deafness.
b) http://www.as.wvu.edu/~scidis/hearing.html
i. I chose this website because it offers strategies for teaching students with hearing impairments, including profound deafness.
c) www.chs.ca
i. I chose this website because it offers a complete roster of essential services, including sign language interpreting; one-on-one language development for deaf and hard of hearing children using play as the medium of learning.
d) www.deafcanada.com
i. I chose this website because it offers a wide variety of services for the deaf and it also serves as a tool of communication among deaf people.
e) www.voicefordeafkids.com
i. I chose this website because it is a website dedicated to ensure that all hearing impaired children have the right to develop their ability to listen and speak and have access to services which will enable them to listen and speak.
2. Local Contacts:
The Canadian Hearing Society
271 Spadina Road
Toronto, ON M5R 2V3
Tel: (416) 928 2504
3. Students who have a hearing loss that has significantly affected the development of speech and/or language and who require adapted teaching to participate effectively and benefit from instruction are described as being deaf or hard of hearing. Hearing loss is grouped into four general categories: mild, moderate, severe, and profound or deaf depending on the dB (decibel) Hearing Level an individual can hear.
4. Educational options for children who are hard of hearing:
a) Auditory-Verbal
i. Emphasizes use of residual hearing to learn spoken English; amplification
b) Auditory-Oral
i. Emphasizes use of residual hearing to learn spoken English and visual information (speech-reading); amplification and speech reading.
c) Cued Speech
i. Uses eight hand shapes in four locations near the face to give phonemic cues that assist speech-reading
d) Total Communication
i. Child’s environment contains access to full range of communication methods; amplification and speech-reading and sign language
e) American Sign Language
i. Language System that is completely visual rather than auditory; for educational purposes; English also taught
5. I found that these famous people were all, at some point in their lives, deaf:
Ludwig Van Beethoven (1770-1827)
Composer and musician. Although he wasn’t born deaf, he did lose his hearing at an early age. It is said also that after his first public performance of his ninth symphony he cried when he was turned around in order to see the audience’s response to the music. His musical talent was recognized early and had even met Mozart in 1787 and had wanted to study under him in 1796, but Mozart had died a year earlier. Instead, he studied under Joseph Haydn instead. He went on to live a full life as composer and musician.
Laura Dewey Bridgman: 1829-1889 (Thedford, VT)
Laura Bridgman was the first blind and deaf person to learn the English language. Although she was small as a baby, she was born normal; however, her family was hit with a bout of Scarlet Fever when she was two years old. This left her a blind deaf-mute as it would Hellen Keller years later. She entered the Perkins School for the Deaf and Blind in 1837. Dr. Howe, principal of the school, taught her how to recognize everyday items such as knives and spoons by assisting her to associate them with labels with the raise letters spelling "knife" or "spoon" and later teaching her to recognize the items without the labels. This eventually ended up teaching her how to spell the various words that she had learned using the above method.
Stuttering Resource Package:
ReplyDeletehttp://sites.google.com/site/polonijo/home/resource-package-2---stuttering
Speech Apraxia
ReplyDelete1. Annotated Bibliography
http://www.apraxia-kids.org/
The Apraxia Kids website
The Childhood Apraxia of Speech Association of North America (CASANA)
This is a really great website that includes information about what apraxia is, diagnosis, treatment. It also is a wealth of resourses for families of kids with Apraxia, including a “Family Start Guide” that walks parents through the disorder and offers all kinds of information on support and things like
“What Kind of Help Will My Child Need?” “How Will My Child Do Over Time?” “Will My Child Speak Normally?” “Feelings, Emotions, and Coping” “Arranging for Speech Therapy” etc. Also contains a huge library of scholarly articles and resources for teachers including workshops and networking messageboards.
http://www.kidspeech.com/index.php?option=com_content&task=view&id=393&Itemid=562
The Kaufman Learning Centre website, although this learning centre is located in , it offers a service where you send in a dvd of your child in order to be analyzed by the professionals at the centre. Also contains newsletters and FAQ. You can also email questions to be answered online.
http://www.nss-nrs.com/cgi-bin/WebObjects/NSS.woa/wa/Seminars/detail?id=1000911
Northern Speech Services Inc. National Rehabilitation Services-Here you can find lots of books, seminars, and home study packages for purchase online.
http://www.asha.org/public/speech/disorders/ChildhoodApraxia.htm
American Speech-Language-Hearing Association-This website has a great outline of signs and symptoms of the disorder throughout the various ages and developmental stages.
2. Contact Info
SouthBridge Speech Therapy Associates
http://www.southbridgespeech.com/
South Granville Centre, Suite 375 - 2608 Granville Street,
Vancouver, British Columbia, V6H 3V3
Phone (604) 697-9229 Email hpass@southbridgespeech.com
BCASLPA-BC Association of Speech/Language Pathologists and Audiologists
http://www.bcaslpa.ca/index.php?option=com_content&view=article&id=80&Itemid=103
West Coast Speech Language Pathology
http://www.westcoastspeech.com/
Suite 4001338 West Broadway
Vancouver, B.C. V6H 1H2
Phone: (604) 771-2305 Email: info@westcoastspeech.com
3. Children who have childhood apraxia of speech (CAS) find it very difficult to make sounds in the right order, which makes it hard for others to understand them. Communication can thus break down between speaker and listener. Speech apraxia is diagnosed by a speech pathologist.
4.Other forms of expression, such as informal sign language, a language notebook with pictures, or written words, may be helpful. Try to be patient and encouraging. Often kids with this disorder need lots of time for intensive one-on-one therapy.
1)
ReplyDeleteA. Annotated Bibliography
Communication Disorders: Hearing
(a) http://www.nlm.nih.gov/medlineplus/tutorials/hearingloss/htm/index.htm
I selected this website because it is very interactive and in the tutorial section it had options about treatment, facts, causes, etc. It was very beneficial for learning about hearing impairments
(b)
http://www.nidcd.nih.gov/health/hearing/commopt.htm#6
This website provides a basic overview of how to get your child screened for potential hearing problems. It also has links to find out more information about specific hearing problems and it has information for students in schools.
(c)http://www.oafccd.com/
I selected this sight because it's Canadian based. Also it has many different resources for parents on general communication disorders in general. It covers hearing as well as speech and language. It also has a link for supporting success at school.
(d) http://www.nidcd.nih.gov/
I selected this website because it is slightly more scientific then the others and has many of the specific symptoms and some treatments for specific disorders. It would be beneficial for researching students specific disorders.
(e) http://emedicine.medscape.com/article/317758-overview
This website is a great overview of many different disorders and how they may effect students learning and ability to learn.
B. Local resources
Greater Vancouver Association of the Deaf
2125 West 7th Ave.
Vancouver B.C.
Telephone: 604-738-4644
Fax: 604-738-4645
BC Deaf Sports Federation
Address:
#254-3820 Cessna Drive
Richmond, BC
V7B 0A2
Phone:
Video Phone: 207.102.70.182
604-333-3606
*Hearing people can call Telus Relay Service at 1-800-855-0511 and give the operator BCDSF's TTY #
Fax: 604-333-3450
* I selected this particular website because I am involved in physical education. I also know two athletes who were involved in the deaf olympics this summer in Taiwan.
Canadian National Society of Deaf-Blind
405-422 Willowdale Avenue
North York, ON
Canada M2N 5B1
Fax:
(416) 730-1350
C.
There are two main types of hearing loss. One occurs because of inner ear or auditory nerve damage and is permanent. The second kind occurs when sound waves cannot reach your inner ear. Earwax build-up, fluid or a punctured eardrum can cause this second kind of hearing loss. Untreated, hearing problems can get worse. If you have trouble hearing, you can get help. Possible treatments include hearing aids, cochlear implants, special training, certain medicines and surgery.
For students it is important to differentiate which type of hearing loss they are suffering from. Teachers must know so that they can modify their lessons based on the hearing problem that their student is suffering from.
D. In physical education making sure that the students with hearing disorders are included in the class is extremely important. This may be achieved by having written instructions for them to read while verbal explanations are being given to the class. If the student is a lip reader it is very important that the teacher remembers to always face their students when they are giving instructions. A hand signal may need to be used as a stop/start signal as well as a whistle. The Teacher could work out something with the student to learn some basic sign language so that they are able to communicate on a basic level with the student they are working with. The student will most likely be completely proficient at the physical aspects of the activity but may need assistance with the communication. As an example I witnessed beach volleyball where instead of calling out loud blocking assignments simple hand signals were used. If you could pair this student with another strong leader type student they could work together to learn a communication style.
Since so many people have covered the basics here I thought I might bring a different perspective. It may be handy to have a selection of resources that you could pass along to parents who are having troubles coping with children who have a communication exceptionality. The following websites and listserves are designed specifically with those parents in mind. A lot of the information contained is also useful for teachers but the focus is the parent. Each of these sites are centered around a discussion board where people can go to ask questions, look for past discussion and get information on other people's experiences.
ReplyDeleteApraxia Kids
http://www.apraxia-kids.org/index.html
A resource and discussion list for families of children with developmental apraxia of speech (verbal dyspraxia) and the professionals who care about them.
Auditory Processing
http://groups.yahoo.com/group/AuditoryProcessing
Supporting individuals who have normal hearing but have difficulty with discriminating words, listening in background noise, trouble following ongoing conversation, and seem to have trouble paying attention when others are talking, may have a central auditory processing disorder (CAPD). Also contains open archives for those searching for some answers that may have been covered in the past.
To join this list please send an email to AuditoryProcessing-subscribe@yahoogroups.com or go to the address listed above.
CAPD (Central Auditory Processing Disorders)
http://listserv.icors.org/archives/capd.html
This forum/listserve deals with central auditory processing disorders. This list is primarily for parents and educators. It is a very active list with lots of folks available to answer questions and provide advice. To join either go to address listed above or send an email to listserv@listserv.icors.org.
Communication
http://www.jamesdmacdonald.org/
Parents and professionals help children with earning disAbilities (Autism, Down Syndrome, PDD/NOS, etc.) communicate effectively using the methods of Dr. James D. MacDonald of "Communicating Partners." People can join the mail list by sending an email to communicating-subscribe@yahoogroups.com
Childrens Apraxia Net
http://www.cherab.org/
Late talker/speech delay vs. apraxia? The Cherab Foundation is a nonprofit organization working to improve the communication skills and education of children with speech and language delays and disorders. Emphasis is on verbal and oral apraxia. People who wish to join the listserve can send an email to http://health.groups.yahoo.com/group/childrensapraxianet/ or sign up at the web address above.
Annotated Bibliography
ReplyDelete1. http://www.nidcd.nih.gov/ - National Institute on Deafness and other communication disorders. Huge resource of information on the medical background, diagnosis and treatment information of many communication disorders.
2. http://www.kidsource.com/Kidsource/content2/language_disorders.html - Good resource for children with communication disorders
3. www.bcaps.bc.ca – British Columbia Association of People Who Stutter
4. http://www.apexccd.com/ - Centre for Communication Disorders. Provides tips on assessments, treatments, and general information for people with communication disorders.
5. http://www.speakeasycanada.com/ - A volunteer organization run by people who have communication disorders. Valuable information on advice and suggestions for parents and teachers of children who stutter.
Addresses and Phone Numbers
1. Communication Disorders
7010 Ontario Street
Vancouver, BC V5X 3B5
604-324-9222
2. Able Care Speech Clinic
2110 3rd Avenue
East Vancouver, BC V5N 1H8
604-254-8646
3. Columbia Speech & Language Services
Suite 1316 -750 West Broadway
Vancouver, BC V5Z 1J3
Tel (604) 875-9100
4. Speak Freely Program
Rosslyn Demonico
33567 Shelly Street
Abbotsford, BC V2S 1A6
604-855-9192
5. Shannon Muir SLP - Word of Mouth
1016 Adderley Street
North Vancouver, BC V7L 1T3
(604) 980-5032
wordof@sageserve.com
Specific Characteristics
A communication disorder is a large umbrella term which includes many specific disorders which hinder or impair the ability to communicate. Some of these disorders include autism, asperger’s syndrome, blindness, deafness, dyslexia, etc. The most common communication disorder is related to speech. This type of disorder can fall under four different categories:
1. Language – difficulty with communication through verbal/oral, reading, or writing
2. Articulation – difficulty with the pronunciation of specific sounds
3. Voice – Difficulty producing certain sounds by way of vocal cords
4. Stuttering – Difficulty maintaining fluidity through speech.
The cause of communication disorders can be due to a number of factors such as a hearing impairment or a physical or developmental disability. Stress and anxiety may even be contributing factors as many children may find speaking in class stressful and intimidating.
Curriculum Modifications
Modifying a curriculum to fit a student with a communication disorder depends greatly on the type of communication disorder. If a student is hearing impaired, the curriculum could be modified to ensure that the student is taught through sign language, reading material, or other non-verbal form of communication. Dyslexia, for example, is a communication disorder that affects the student’s ability to recognize written language and may also hinder their ability to recall words when engaged in verbal conversation. Modifying the curriculum to meet the demands of this student may include having exams read to them aloud and to avoid calling on them to read out-loud in class. A computer with voice recognition software may also be incorporated to aid the student. There are many different methods that can be adapted for students with communication disorders however each student must be assessed to ensure the curriculum is modified to best suit their type of disability.
Communication Disorders (Stuttering):
ReplyDelete1) http://www.bcaslpa.ca/ Info: In a nutshell, they are the association to go to for audiologists, hey have complete job postings and resources to find private practioners/pathologists etc. The purpose of the British Columbia Association of Speech/Language Pathologists and Audiologists is to represent the interest of the professions of Speech/Language Pathology and Audiology and to promote the service for the communicatively impaired in British Columbia.
2) http://speech-language-therapy.com/ Info: has been providing Speech-Language Pathology related information to consumers, professionals and students around the globe. The articles, links and resources provide things such as assessment and management of communication impairments.
3) http://www.bcaps.bc.ca/ Info: The British Columbia Association of People Who Stutter (BCAPS) is a registered non-profit, voluntary association. We are committed to increasing public awareness of stuttering and those who stutter and to support stutterers and self-help support groups throughout the province.
4) http://www.stutterisa.org/ Info: the International Stuttering Association (ISA) is a not-for-profit, international umbrella association made up primarily of national self-help associations for people who stutter. This association seeks to provide a means whereby the voices of people who stutter can be heard at the international level.
5) http://www.cdaac.ca/ Info: CDAAC is a site that offers information on, workshops, conferences and other information that are related to speech pathology/audiology, an excellent resource.
B)
1)
Avery Fluency Services
#400 - 1338 West Broadway, Vancouver, BC V6H 1H2
Tel (604) 714-0945
Fax (604-742-9957
Email: averyl@interchange.ubc.ca
Web site: www.averyfluency.bc.ca
2)
Able Care Speech Clinic
SLP Richard Green
2110 East 3 Avenue
Vancouver BC V5N 1H8
(604) 254-8646
Email: greenrichard@shaw.ca
C) Specific Characteristics (Identification):
Stuttering affects the fluency of speech. It begins during childhood and, in some cases, lasts throughout life. The disorder is characterized by disruptions in the production of speech sounds, also called "disfluencies." Most people produce brief disfluencies from time to time. Stuttered speech often includes repetitions of words or parts of words, as well as prolongationsof speech sounds. Some people who stutter appear very tense or "out of breath" when talking. Speech may become completely stopped or blocked.
D) Curricular Modifications and adaptations that may be used:
Teachers can generally help a students by being patient and help the students cope with their frustrations in disfluencies. This includes communicating and working in unison with the student’s speech pathologist. It is important to stay positive when helping a student, it will be beneficial to give constant good feedback and acknowledgment of the student’s conversation. Art class gives the students a great opportunity to express themselves visually rather than orally, and getting the student to keep a visual journal will give them an outlet to express the creative freedom and possibly let them vent out their frustrations, and thus help them relax.
e) Special procedures needed (E.g. First-aid or administration)
none in particular found
g) Famous people who have stuttered: George Burns, Thomas Edison, Charles Darwin, Albert Einstein, George Washington, Bruce Willis, Marilyn Monroe
Dyslexia
ReplyDeleteJeremy Crema
Home Economics
a) Annotated Bibliography
-http://www.dyslexia.ca/
A site that provides methods to teach reading and to overcome academic problems using Davis Dyslexia Correction methods.
- http://www.medicinenet.com/dyslexia/article.htm
A site that defines dislexia. Tells us what causes dyslexia, what the different types of dyslexia are, and that dyslexia is the most common learning disability in children and persists throughout life.
-http://www.dyslexiaassociation.ca/
Information and resources for teachers, schools and parents whose child is dyslexic. Offered bilingually.
-www.idaontario.com/
Providing information on dyslexia,supporting parents of children with dyslexia, Listing resources for parents, adults with dyslexia and professionals.
-www.kidshealth.org
Approaches to how to help young individuals cope with dislexia. Providing strategies on how to progress and work with it or despite it.
b) Local Contact
HealthLinkBC@HealthLinkBC.ca
Or call 8-1-1. If you are unable to dial 8-1-1 from your location
(604) 215-8110.
11220 Frigate Court
Richmond, BC
V7E 4M4
Sue Jutson
Kitsilano
Phone: 604-732-1516
Email: sue@dyslexiavancouver.com
c) Specific Characteristics
ReplyDeleteVision, Reading, and Spelling
- Complains of dizziness, headaches or stomach aches while reading.
- Confused by letters, numbers, words, sequences, or verbal explanations.
- Reading or writing shows repetitions, additions, transpositions, omissions, substitutions, and reversals in letters, numbers and/or words.
- Complains of feeling or seeing non-existent movement while reading, writing, or copying.
- Seems to have difficulty with vision, yet eye exams don't reveal a problem.
- Extremely keen sighted and observant, or lacks depth perception and peripheral vision.
- Reads and rereads with little comprehension.
- Spells phonetically and inconsistently.
Hearing and Speech
- Has extended hearing; hears things not said or apparent to others; easily distracted by sounds.
- Difficulty putting thoughts into words; speaks in halting phrases; leaves sentences incomplete; stutters under stress; mispronounces long words, or transposes phrases, words, and syllables when speaking.
Writing and Motor Skills
- Trouble with writing or copying; pencil grip is unusual; handwriting varies or is illegible.
- Clumsy, uncoordinated, poor at ball or team sports; difficulties with fine and/or gross motor skills and tasks; prone to motion-sickness.
- Can be ambidextrous, and often confuses left/right, over/under.
Math and Time Management
- Has difficulty telling time, managing time, learning sequenced information or tasks, or being on time.
- Computing math shows dependence on finger counting and other tricks; knows answers, but can't do it on paper.
- Can count, but has difficulty counting objects and dealing with money.
- Can do arithmetic, but fails word problems; cannot grasp algebra or higher math.
Memory and Cognition
- Excellent long-term memory for experiences, locations, and faces.
- Poor memory for sequences, facts and information that has not been experienced.
- Thinks primarily with images and feeling, not sounds or words (little internal dialogue).
Behavior, Health, Development and Personality
- Extremely disorderly or compulsively orderly.
- Can be class clown, trouble-maker, or too quiet.
- Had unusually early or late developmental stages (talking, crawling, walking, tying shoes).
- Prone to ear infections; sensitive to foods, additives, and chemical products.
- Can be an extra deep or light sleeper; bedwetting beyond appropriate age.
- Unusually high or low tolerance for pain.
- Mistakes and symptoms increase dramatically with confusion, time pressure, emotional stress, or poor health.
d) Curricular Modifications
Books/Reading
- Provide audiotapes/CDs of textbooks and have student follow the text while listening
- Provide summaries of chapters
- Use marker or highlighting tape to highlight important textbook sections
- Assign peer reading buddies
- Use colored transparency or overlay
- Review vocabulary prior to reading
- Provide preview questions
- Use videos/filmstrips related to the readings
- Provide a one-page summary and/or a review of important facts
- Talk through the material one-to-one after reading assignments
Curriculum
- Shorten assignments to focus on mastery of key concepts
- Shorten spelling tests to focus on mastering the most functional words
- Substitute alternatives for written assignments (posters, oral/taped or video presentations, projects, collages, etc.)
Classroom Environment
- Provide a computer for written work
- Seat student close to teacher in order to monitor understanding
- Provide quiet during intense learning times
e) Specific Procedures
There are no medical procedures for individuals with dislexia.
Maurika Nallainathan
ReplyDeleteTeaching Subjects: English and ESL
Communicative Disorder: Hearing Disorder
Hearing disorder is categorized into two categories: deafness, which is a disorder in which the individual’s aural and oral communication is limited and the individual uses non-audtiorial means to communicate and hard of hearing, which is a hearing disorder where the individual uses auditorial means to communicate despite the disorder affecting their ability to communicate through aural and oral means.
1.) Annotated Bibliography
a) http://www.bcchildrens.ca/Services/ClinicalDiagnosticFamilyServices/Audiology/Forfamilies/%28C%29APD.htm
• This website is BC Children’s Hospital’s section on hearing disorders (mainly hard of hearing). It includes a diagram of how hearing loss works, the types of hearing loss, and definition of hearing loss. It also has a good FAQ section about hearing aids. I particularly liked their list of communicative strategies; it’s very easy to read and lists the main strategies.
b.) http://www.bced.gov.bc.ca/specialed/hearimpair/toc.htmT
• This is BC Ministry of Education’s website for teachers who teach children who have hearing disorders.
c.) http://www.asha.org/public/hearing/disorders/
• This website has detailed information on causes of hearing loss, communicative difficulties as a result of hearing loss (including vocabulary, sentence structure, speaking, etc.), treatment, facts and myths about hearing aids, and so on. It also contains information about how assessment and screening for hearing disorders occurs. The most helpful section on this website is the one about communicative difficulties that children with hearing disorders encounter.
d.) http://www.deafeducation4parents.com/
• This website is easy to read and navigate and contains some helpful tips to parents whose children have hearing disorders. It is aimed at parents with young children but nevertheless contains valuable information for all parents. The section I found useful was the page on the differences in cultural behaviours of people who are deaf and people who are not. It also included some books to read about this topic.
e.) http://www.deafchildren.bc.ca/
• This website has a lot of information about resources as well as programs offered to children who have hearing disorders. It offers classes on ASL children with hearing disorders as well as for parents and siblings of these children. Unfortunately, this organization helps children under the age of 5 and does not offer programs for children above that age group.
f.) http://www.handsandvoices.org/index.htm
• The “communicative considerations A-Z” section of this website is fantastic. It has detailed information about problems and methods in communication. It even has information about classroom adaptations.
g.) http://snow.utoronto.ca/index.php?option=com_content&task=view&id=31&Itemid=44
• Has detailed teaching resources for teachers of children who have hearing disorders. Includes characteristics as well as classroom strategies.
2.) Numbers and Addresses for Contact Agencies and Support Groups
ReplyDeletea) Extensive list of speech and hearing clinics throughout BC
• http://www.orw.ca/source/listings/speech.htm
b) Family Network for Deaf Children
PO Box 50075, South Slope RPO
Burnaby, BC
604-684-1860
c)
3.) Characteristics of Children with Hearing Disorders:
- children that are deaf use sign, usually ASL
- children that are hard of hearing may use hearing aids
- dependant on visual cues
- have difficulties expressing abstract thoughts in writing because abstract ideas are presented differently in sign
- confuse grammatical structures; often use simple vocabulary and syntax in written work
• also are better at oral expression than written expression
- have difficulty hearing in noisy situations (for hard of hearing)
4.) Curricular Modification and Adaptations in English Classes
- are dependent on visual clues; therefore, use lots of visuals, hand gestures, facial expression
- don’t turn your backs when speaking to them as they need to see your face for facial expressions and to lip read
• use a overhead projector or PowerPoint when presenting information instead of the blackboard
• make sure not to stand too close to the student or they can’t see your face properly
• speak naturally (not slower or with exaggerations)
- expect that abstract ideas may not be fully expressed because abstract ideas are expressed differently in sign
• since English has lots of abstract ideas and thoughts which are frequently discussed…
- set a quiet area where they student can go sit when the noise level becomes too overwhelming for them
- create an inclusive classroom environment; educate the students about deafness/hard of hearing
• let students know that students with hearing disorders need to see their face when talking, not to cover mouth, etc.
- make sure that the lighting is bright enough
- include plenty of group and class activities
• do a summary afterwards