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Communication Disorders

This document discusses communication disorders in the classroom. It defines a communication disorder as an impairment in receiving, sending, processing, or comprehending verbal, nonverbal, or graphic symbol systems, which can affect hearing, language, or speech. Communication disorders are relatively common among children. The document recommends that teachers adopt social constructivism and culturally responsive teaching strategies to accommodate students with communication disorders. This includes encouraging peer interaction, parental involvement, alternative discipline, and curriculum highlighting cognitive skills. It also stresses the need for additional teacher training in assisting students with learning disabilities to create equitable learning experiences and allow all students to reach their full potential.

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79 views10 pages

Communication Disorders

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Communication Disorders

within the Classroom

What is a communication Disorder?
A communication disorder is an impairment in the ability to receive,
send, process, and comprehend concepts or verbal, nonverbal and graphic
symbol systems. It can be evident in hearing, language, or speech.
Are communication disorders
common?

YES! They are relatively common in childhood,

so a teacher will likely come across a child with a
speech or language impairment (Lyons &
Roulstone, 2018)
How can teachers accommodate
students with communication
disorders ?
There are several ways teachers
can do this, starting with adopting
the adopting the social
constructivism learning
theory.

This framework explicitly focuses

on the relationships and
interactions between a learner and
other individuals

Research has shown that peer to

peer interaction improves oral
communication skills among
individuals with communication
disorders (Capella, Kim, Neal, &
Jackson, 2013)
Culturally Responsive Teaching
Strategies
Teachers can also utilize culturally
responsive teaching strategies to
respond to the needs of students
with communication disorders
including:

Listening to child perspective

Encouraging Parental Involvement

Coming up with alternatives for

discipline

Developing curriculum that

showcases more cognitive skills

Implementing project based

learning
What are teachers in need of ?

ADDITIONAL TRAINING!

Multiple and single subject teachers

are often not given any formal
training in assisting children with
learning disabilities
Research shows
that teachers who
participate in
programs aimed to
help language in the
classroom
Showed increased awareness
of the interference of
communication problems on
learning and allowed teachers
to make appropriate
adaptations for their
students(Ebert & Prelock, 1994)
“The goal of equity is to create conditions that
allow all to reach their full potential, it creates a
path for hope and change”

–Unknown
In Conclusion..

In order to deliver an
equitable learning
experience to a student with
a communication disorder,
teachers must be willing to
take those extra steps to
adjust their curriculum and
adopt new teaching
approaches
References

Cappella, E., Kim, H., Neal, J., & Jackson, D. (2013). Classroom Peer Relationships and

Behavioral Engagement in Elementary School: The Role of Social Network Equity.

American Journal Of Community Psychology, 52(3/4), 367-379. doi:10.1007/

s10464-013-9603-5

Ebert, K. A., & Prelock, P. A. (1994). Teachers' perceptions of their students with