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| Difficulty producing sounds as well as disorders of voice quality |
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| Difficulty receiving, understanding, and formulating ideas and information. |
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| Receptive language disorder |
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| difficulty receiving or understanding information |
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| Expressive language disorder |
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| difficulty formulating ideas and information |
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| Incidence of communication disorders |
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| 18.8% of all students receiving special education |
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| Inclusion of students with communication disorders |
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| Most spend most of their time in the regular classroom |
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| the oral expression of language |
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| structured, shared, rule-governed, symbolic system for communicating |
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| use of sounds to make meaningful syllables and words |
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| system that governs the structure of words |
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| provides rules for putting together a series of words to form sentences |
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| meaning of what is expressed |
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| use of communication in contexts; the overall organizer for language |
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| Social interaction theories |
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| emphasize that communication skills are learned through social interactions |
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| speaker’s production of individual or sequenced sounds |
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| Substitution articulation error |
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| when one substitues one sound for another |
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| Omission articulation error |
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| when one leaves out a phoneme |
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| Addition articulation error |
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| when one adds an additional phoneme to a word |
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| Distortion articulation error |
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| modifications of a production of a phoneme in a word; lisp |
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| motor speech disorder that affects the way in which a student plans to produce speech |
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| Determined by rate of vibration in the vocal folds |
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| length of time any speech sound requires |
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| Based on perception of listener by air; determined by air pressure coming f rom the lungs |
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| perceived quality of someone’s voice |
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| when air cannot pass through the nose and comes through the mouth instead |
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| when air is allowed to pass through nasal cavity more often than it should |
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| smooth, flows well, appears to be effortless |
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| unable to discriminate differences in speech sounds or sound segments |
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| difficulties with using the structure of words to get or give information |
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| errors involving word disorder |
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| ex. when a student talks for a long time and does not allow anyone else to speak |
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| Articulation & apraxia assessment |
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| evaluate a student’s abilities to produce speech sounds in single words, sentences, and conversation |
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| include info about onset and course of voice problem |
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| measures amount and type of dysfluency |
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| augmentative and alternative communication system consisting of two components: a symbol set and a means for selecting the symbols |
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| UDL-Communication disorders |
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| Using audio ; text formats; varying teaching medium |
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| System for Augmenting LAnguage |
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| -Uses an AAC to augment naturally occurring communications |
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| an acquired injury to the brain caused by an external physical force |
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| penetrates the bones of the skull allowing bacteria to have contact with the brain |
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| results from an external blow causing the brain to rub the skull’s interior |
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| Prevalence of traumatic rain injuries |
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| 0.03% in schools receiving special education |
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| Percentage of students w/ a mild TBI |
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| Males twice as likely as males to get it |
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| will differ with severity and length of coma |
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| Cognition often improves with rehabilitation |
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-Problems w/ attention & memory
-Disruptions in higher-order social cognition tasts
-Disruptions in executive functioning associated w/ reasoning |
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| Communication changes with TBI |
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| 10%-20% have difficulty with central auditory processing which involves the ability to track conversations |
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| Students w/ TBI are 3x more likely to develop serious problem behavior |
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| Accidents, falls, violence-related incidents, & recreational injuries |
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| Computerized (axial) tomography |
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| -Uses x-rays to show cross-section of brain & skull |
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| Magnetic Resonance Imaginc |
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| Uses a strong magnetic field to providde detailed pictures of brain |
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| Maps brain activity by monitoring metabolic changes |
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| Positron emission tomography |
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| Produces 3-d pix based on recording a radioactive chem injected in body |
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| Test of problem solving-elementary, revised |
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| focuses on problem-solving skills |
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| involves instruction to recapture lost skills like processing info, communication, & socialization |
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1) Problem identification
2) Problem definition
3) Solution generation |
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| a hearing impairment so severe student is impaired in processing linguistic information through hearing |
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| Had hearing loss of 70-90db |
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| Hard of hearing threshhold |
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| Hearing loss in the 20-70db range |
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-Consists of auricle & ear canal
-Collects sound waves & funnels them |
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| Ossicular chain – malleus, incus, & stapes |
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| houses actual organ of hearing and vestibular mechanism |
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| Reading facial features to discern speech |
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| encourages early identification adn subsequent amplification or cochlear implants |
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| Emphasizes the use of amplified sound to develop oral laguage, allowing use of speech reading to augment info |
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| Sign language/fingerspelling |
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| Intended to make facial features fully visible |
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| Genetic causes of hearing loss |
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| 80% from inherited recessive gene |
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| Lack of oxygen before birth; cause of deafness |
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| Prenatal infections that cause hearing loss |
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| Toxoplasmosis, herpes virus, syphilis, and cytomegalovirus |
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| Doctor who specializes in diseases of the ear |
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| Electronic device surgically implanted under the skin behind the ear that simulates hearing |
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| Sound-field amplification system |
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| teacher transmits her voice using a microphone & cieling-mounted speakers |
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| Criteria for gifted students |
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| No single national definition; unclear to categorize #s of gifted |
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| Gifted students & diversity |
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| Underrepresentation of minorities (not Asians) |
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| surpasses unusual promise to being unmistakably extraordinary |
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| Giftedness and leadership |
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| 15 states include it in their definitions of giftedness |
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| Intuitive, affective, physical/sensing, rational |
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| Some behave well, some behave poorly; many have unquenchable curiosity which can distract class |
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| a reliable, validated assessment for identifying giftedness in students from diverse backgrounds |
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| involves a gened teacher and specialist in another field |
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| Moving students rapidly through standard sequence of curriculum by having the skip a course or grade |
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| pretesting student then leaving out portions student already knows |
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