Lesson 1: Description

1. Definition of Communication Disorders

o A condition that affects an individual's ability to understand, express, or process verbal, non-
verbal, and written language.
o Communication disorders affect a person’s ability to detect, receive, process, and comprehend
the concepts or symbols necessary for communication. It can affect hearing, language, and
speech.
o Two primary categories:
 Speech Disorders: Problems with producing sounds or speaking fluently.
An articulation disorder is the atypical production of speech sounds
characterized by substitutions, omissions, additions or distortions that may
interfere with intelligibility.
A fluency disorder is an interruption in the flow of speaking characterized by
atypical rate, rhythm, and repetitions in sounds, syllables, words, and phrases.
This may be accompanied by excessive tension, struggle behavior, and secondary
mannerisms.
A voice disorder is characterized by the abnormal production and/or absences of
vocal quality, pitch, loudness, resonance, and/or duration, which is inappropriate
for an individual's age and/or sex.
 Language Disorders: Difficulties understanding or using words in context. The disorder
may involve (1) the form of language (phonology, morphology, syntax), (2) the content
of language (semantics), and/or (3) the function of language in communication
(pragmatics) in any combination.
2. Characteristics of Learners with Communication Disorders
o Speech Characteristics: Trouble with pronunciation, rhythm, or tone.
o Language Characteristics: Difficulty forming sentences, understanding directions, or
maintaining conversations.
o Emotional and social challenges such as frustration, low self-esteem, and withdrawal.
o Academic difficulties, including challenges in reading, writing, and participating in group work.

Lesson 2: Types of Communication Disorders

1. Speech Disorders
o Articulation Disorders: Difficulty pronouncing specific sounds (e.g., substituting "wabbit" for
"rabbit").
 Trouble physically forming speech sounds correctly.
o Fluency Disorders: Interruptions in the flow of speech (e.g., stuttering or cluttering).
 Stuttering: Repetition or prolongation of sounds.
 Cluttering: Rapid, disorganized speech.
o Voice Disorders: Abnormal pitch, volume, or quality of voice (e.g., hoarseness or breathiness).
 Problems with how the voice sounds, affecting communication clarity.
2. Language Disorders
o Expressive Language Disorders: Difficulty expressing thoughts, feelings, or ideas in speech or
writing.
  Learners know what they want to say but struggle to communicate it.
o Receptive Language Disorders: Difficulty understanding what others are saying.
 Learners may struggle to follow directions or comprehend spoken words.
o Mixed Receptive-Expressive Language Disorders: Challenges in both understanding and
expressing language.
3. Augmentative and Alternative Communication (AAC) Needs
o Meaning: Non-verbal ways to communicate, such as gestures, symbols, or technology like
speech-generating devices.
o Used for individuals with severe speech or language impairments.
4. Causes and Etiologies
o Genetic Factors: Disorders caused by inherited conditions (e.g., Down syndrome).
Communication issues are present from birth due to inherited traits.
o Neurological Causes: Disorders due to brain-related conditions (e.g., autism, cerebral palsy).
The brain's functioning or structure causes communication difficulties.
o Environmental Causes: Lack of stimulation, neglect, or trauma during early development.
A child’s environment plays a role in delayed communication skills.
5. Levels and Degrees of Severity
Mild: Occasional difficulties in communication.
Definition:
Learners with mild communication disorders have occasional difficulties in communication, but these do not
significantly affect their academic performance or social interactions.
Characteristics:
 May mispronounce certain words or sounds but can still make themselves understood.
 Occasionally struggles with vocabulary, sentence formation, or responding to complex instructions.
 Communication issues are noticeable only in specific situations, such as under stress or during complex
conversations.
Examples:
 Substituting one sound for another (e.g., saying "wabbit" instead of "rabbit").
 Having a soft or slightly unusual tone of voice but still being able to communicate effectively.
Support Needed:
 Minimal interventions like occasional speech therapy or focused classroom support.
Moderate: Regular struggles that require additional support.
Definition:
Learners with moderate communication disorders experience more consistent struggles that affect their ability
to interact socially, follow instructions, or participate fully in class activities.
Characteristics:
 Difficulty articulating multiple sounds or forming coherent sentences.
 Problems understanding complex instructions or maintaining conversations.
 May avoid speaking or participating due to embarrassment or frustration.
  Challenges may cause noticeable delays in academic performance, especially in reading, writing, or
comprehension.
Examples:
 A student stutters consistently during presentations or conversations.
 Misunderstanding multi-step instructions or needing repeated explanations.
Support Needed:
 Regular speech therapy and accommodations in the classroom (e.g., simplified instructions, extra time
for tasks).
Severe: Significant barriers to communication that limit interaction.
Definition:
Learners with severe communication disorders face significant barriers to effective communication, often
struggling to interact or express themselves in most settings.
Characteristics:
 Frequent miscommunication or misunderstanding, even with simple language.
 Difficulty forming complete sentences or pronouncing basic words.
 Challenges in both expressive (speaking) and receptive (understanding) communication.
 Limited vocabulary or inability to express needs or emotions verbally.
Examples:
 A child who can only use short, incomplete phrases such as "want cookie" to express a need.
 A learner who cannot comprehend simple directions without visual aids.
Support Needed:
 Intensive and consistent intervention, such as one-on-one speech therapy.
 Classroom accommodations like alternative communication methods (e.g., communication boards,
visual schedules).

Profound: Minimal or no ability to communicate without specialized help.

Definition:
Learners with profound communication disorders have minimal or no ability to communicate verbally and often
rely entirely on alternative communication methods or specialized help.
Characteristics:
 Severe difficulty understanding language or producing speech.
 May use gestures, sounds, or behaviors to express needs.
 Limited ability to engage in reciprocal communication (e.g., taking turns in conversation).
 Often associated with additional disabilities, such as intellectual or physical impairments.
Examples:
 A student who is non-verbal due to conditions such as autism or cerebral palsy.
 A learner who requires a speech-generating device to communicate basic needs like “I am hungry” or “I
want help.”
Support Needed:
  Full reliance on Augmentative and Alternative Communication (AAC) tools like communication
boards or speech-generating devices.
 Comprehensive support from a multidisciplinary team, including teachers, speech-language pathologists,
and therapists.

Lesson 3: Teaching Strategies

1. Inclusive Teaching Approaches
o Create a supportive environment to make learners feel safe and valued.
o Encourage peer collaboration to promote acceptance and communication.
2. Speech and Language Interventions
o Work with Speech-Language Pathologists (SLPs) to design personalized interventions.
o Practice articulation and language exercises (e.g., phonics games, storytelling).
3. Classroom Modifications
o Meaning: Adjustments to teaching methods or environment to accommodate learners.
 Examples:
 Use of visual aids to support understanding (e.g., pictures, charts).
 Simplifying instructions and breaking tasks into smaller steps.
 Allowing additional wait time for students to respond.
4. Assistive Technologies
o Tools to support communication:
 Communication Boards: Simple visual tools with words or images.
 Speech-Generating Devices (SGDs): Technology that speaks for the student when
buttons are pressed.
o Apps and digital resources to enhance learning.

References:
https://www.medicalnewstoday.com/articles/communication-disorders
https://www.asha.org/policy/rp1993-00208/?
srsltid=AfmBOooIWnBaumiu32F9KyoD1nA3CPrEUj9YiP3t30l6nkHyMva1v5vj