Students with Communication Disorders

Interacting with other students at school might be difficult for students with communication issues. Their hearing, speaking, or language issues may make it difficult for them to interact with other pupils. These diseases frequently differ amongst children, ranging from autism to sensory impairments like blindness or deafness.

According to psychological studies, communication difficulties frequently harm children by restricting their capacity to construct sentences, influencing their speech flow, voice quality, and sound interpretations. Their ability to interact freely is hampered by these impacts, affecting their communication and learning. This paper explains communication issues in students and offers instructional interventions.

Student’s academic and social success depends on their ability to communicate with peers and teachers. Gestures, reading, speaking, listening, and writing are all important aspects of communication (Abrahamsen & Smith, 2000, p. 230). Students with communication difficulties, however, cannot learn these abilities and may be unable to use them in the classroom. According to Andreasen (1979, p. 1327), such students frequently struggle with various learning activities, including comprehending cues, reading, hearing the teacher’s words, solving problems, and communicating their ideas and views.

Some people may think the difficulties are manageable. However, they severely impede the pupils’ ability to function correctly in calm settings, which harms their academic progress.

Even though communication difficulties put kids at a disadvantage in the classroom, teachers must support and help them overcome every challenge with kindness and patience. Being a good role model is the first step in assisting pupils with communication issues in the classroom. Teachers are frequently portrayed as motivating and inspiring figures for their students. According to several evidence-based study studies that support this claim, most students’ behavior is commonly influenced by the teacher’s effectiveness (Reuben, 2000). Kids with communication issues always look to their professors as their speech models, making it essential. Teachers must be explicit and slow while speaking with or instructing pupils to maximize learning. It’s also necessary to watch their conduct and consider any changes or advancements.

Patience is the second strategy for helping children with communication problems in the classroom. Patience is an essential quality when working with pupils with communication issues. Being empathetic and patient with such pupils fosters a sense of safety, allowing them to study and express themselves freely without worrying about judgment (Battle, 2012). Teachers must be aware of their pupils’ various difficulties, such as word repetition and delayed reading and learning, to develop workable solutions rather than becoming overwhelmed. It’s also crucial to allow kids to be original by letting them formulate their ideas into words, especially during class debates. Avoid interjecting when pupils are speaking, and keep your attention on them so they can sense your support.

The third strategy is to increase the self-assurance of pupils with communication impairments. Due to their inability to speak correctly, many kids with communication difficulties frequently have reduced self-esteem, often inviting bullying from other pupils. (2018) Holland and Nelson. Such students could withdraw from their classmates or engage in violent altercations as retaliation. As their teacher, it is crucial to take note of such situations and establish safe spaces for them if they experience exclusion or bullying.

In conclusion, students who struggle with communication should be treated equally with other students while also receiving extra attention and care. According to research, when children with communication difficulties lose confidence in themselves and fail, they frequently feel alienated from their peers and teachers. Teachers can close this gap by encouraging a safe classroom environment and building students’ confidence by pressing students to believe in themselves more. Thanks to this approach, the pupils will feel a sense of belonging, encouraging kindness in the classroom.

References

Abrahamsen, E. P., & Smith, R. (2000). Facilitating idiom acquisition in children with communication disorders: computer vs. classroom. Child Language Teaching and Therapy, 16(3), 227–239.

American Speech-Language-Hearing Association. (1993). Definitions of communication disorders and variations.

Andreasen, N. C. (1979). Thought, language, and communication disorders: II. Diagnostic significance. Archives of General Psychiatry, 36(12), 1325-1330.

The Battle, D. E. (2012). Communication disorders in multicultural populations. Elsevier Health Sciences.

Baylor, C., Burns, M., McDonough, K., Mach, H., & Yorkston, K. (2019). Teaching medical students skills for effective communication with patients who have communication disorders. American Journal of Speech-Language Pathology, 28(1), 155–164.

Gibbs, D. P., & Cooper, E. B. (1989). Prevalence of communication disorders in students with learning disabilities. Journal of Learning Disabilities, 22(1), 60–63.

Haynes, W. O., Moran, M., & Pindzola, R. (2006). Communication disorders in the classroom: An introduction for professionals in school settings. Jones & Bartlett Learning.

Holland, A. L., & Nelson, R. L. (2018). Counseling in communication disorders: A wellness perspective. Plural Publishing.

Kent, R. D., & Kent, R. D. (Eds.). (2004). The MIT Encyclopedia of communication disorders. MIT Press.

Kimbarow, M. L. (2019). Cognitive communication disorders.

McLeod, S., & McKinnon, D. H. (2007). Prevalence of communication disorders compared with other learning needs in 14 500 primary and secondary school students.

International journal of language & communication disorders, 42(S1), pp. 37–59.

Plumb, A. M. (2013). Students perceive social networking as a supplemental learning tool in classroom communication disorders. Contemporary Issues in Communication Science and Disorders, 40(Fall), pp. 170–179.

Prelock, P. A., Miller, B. L., & Reed, N. L. (1995). Collaborative partnerships in a language in the classroom program. Language, Speech, and Hearing Services in Schools, 26(3), 286–292.

Ruben, R. J. (2000). Redefining the survival of the fittest: communication disorders in the 21st century. The Laryngoscope, 110(2), 241-241.

Zebron, S., Mhute, I., & Musingafi, M. C. C. (2015). Classroom Challenges: Working with Pupils with Communication Disorders. Journal of Education and Practice, 6(9), 18-22.

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Please choose ONE question to answer from the discussion questions provided for each chapter. The expected length of this assignment is 1/2-1 page, double-spaced.

Chapter 3
3. The All Kinds of Minds framework defines social cognition as thinking about social interactions. What opportunities exist in your classroom, school, or district to develop and refine this thinking?

Posting 4—Intellectual Disability

· Discuss the definition of an Intellectual Disability. What models are currently used to teach students with intellectual disabilities? Include integration strategies regarding the instructional environment and the use of technology. Be sure to discuss the benefits and limitations of the approaches mentioned. How do these approaches differ from those used for students with learning disorders?

Posting 5—Students with Emotional or Behavioral Disorders

Discuss the characteristics and causes of emotional and behavioral disorders. How might understanding the elements and causes of a student’s disability help a teacher integrate them into the classroom? What are some of the models used for teaching these students and incorporating them into the class? Please include other considerations, such as the environment and the use of technology. Be sure to discuss the benefits and limitations of the approaches mentioned.

Posting 6—Students with Communication Disorders

Discuss the characteristics of students with a communication disorder and how they are identified. How might these students be taught, and what strategies/methods work best? Please include other considerations, such as the environment and the use of technology. Be sure to discuss the benefits and limitations of the approaches mentioned.

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