EPSE 317

This is Nicholas (Kolya)

• Kolya is 11 years old

• In Grade 5 at Pitt Polder Elementary in Coquitlam

Kolya’s family

• Parents emigrated from Russia in 2000• They own a health-food store in Coquitlam where they

work long hours• Family is very active in a Russian Evangelical Church

located in Langley• Grandma emigrated with them and spends lots of time

with kids.• Kids:

– Anya, 14, born in Russia, now attending Coquitlam Secondary

– Vladimir, 6, in Grade 1 at Pitt Polder

• Family speak Russian at home. Kids speak English among themselves, but Granny has no English.

More about Kolya

• Born with a cleft palate– Repaired surgically when he was 11 months– Second surgery when he was 6 years old to

improve quality of speech

• Some problems with the formation of his teeth

• Generally healthy but has had recurring bouts of middle ear infections and had tubes inserted when he was 8.

• Kolya has had speech therapy throughout his preschool years and during his primary years at Pitt Polder

• His speech is now clear, but still a bit nasal

• He is very talkative, always has been.• Increasingly it seems as though his

speech is “cocktail chatter”—no real content.

Socially

• Kolya has no close friends at school• Never invited to parties or sleep-

overs• Involved in Sunday School group

Wednesday nights and Saturdays.• Teachers have noticed that he his

very bossy in groups of children—always has to have things his way.

School

• Not a strength• Parents question why—they think Kolya’s very

intelligent—he spoke early and lots• Slow to learn to read and shows poor

comprehension• Barely meeting grade expectations in math

– Difficulty in applying math facts, even when allowed to use a calculator

• Argues with teachers– Tries to negotiate his own terms for assignments– Resists all attempts to correct mistakes

No IEP

• Parents (understandably) feel Kolya and they have had enough of experts for a lifetime.

• They don’t want any more assessments or corrective interventions.

The Future:

• Kolya really likes motorbikes and guns.

• Wants to be a policeman.• He’s a big kid, and can enforce the

rules he sets other kids…

• Get out your crystal balls…

Communication Disorders

• Speech Disorders– Articulation– Fluency– Voice

• Language Disorders– Form of language (phonology, morphology,

syntax)– Content (semantics)– Function of Language (pragmatics)

• Hearing Disorders

Communication Variations

• Language (English as a second language)

• Dialect difference• Augmentative/Alternative

communication– Sign– Symbol systems

Assessment and Identification

• FNSA recognises Communication Disorder as a fundable designation

• BC Ministry of Education does not, but:– “Any student with delayed, disordered

or atypical speech and/or language skills should be brought to the attention of the speech-language pathologist.”

Assessment and Identification, cont’d

• “They are often associated with intellectual disabilities, autism spectrum disorder, physical disabilities, sensory impairments, severe emotional/behaviour problems, learning disabilities or other learning difficulties.” (MOPP&G)

• Referral procedures will vary from district to district but involve school-based team evaluation or a collaborative model including parents, administrators and teachers.

• Some districts may use school-wide screening in early years.

• Supports based on formal and informal assessment, and coordinated with other learning plans for student.

Speech Disorders

• Articulation and Phonological disorders– Can be due to physical structure of palate – Can be environmental—what child can hear,

has heard, etc.– Lisps, omissions, insertions,

mispronunciations– Can include effects of hearing loss, auditory

processing, neurological and neuromuscular impairments (e.g., oral dyspraxias).

Voice Disorders

• Volume, quality, and pitch– Chronic hoarseness most common voice

disorder among children– Resonance (stuffy nose sound, or twang)

• Can mark a hearing loss

Fluency Disorders

• Stuttering• Cluttering (And he—oh, you know—

took the the thing—the thing with the you know—the pencil—to write in the –er—the um—I don’t know—in the notebook…)

• Prosody (speech rhythm), intonation (speech pitching)

Stuttering

• Various theories why• Neurological• Worsens with nerves• Give child time, don’t suggest words• Don’t let anyone tease kid who

stutters or who has other speech problems.

• http://www.youtube.com/watch?v=v_oELP5xN2w&feature=related

Language Disorders

• Form: how rules organise language–Morphology—structure of words (plurals,

tenses, comparatives)– Content—semantics—meaning of words

and word combinations– Syntax –ordering of words—vocabulary

alone doesn’t do it: Consider• The dog bit the boy.• The boy bit the dog.• Same words, very different meaning.

• Use: (Pragmatics)– Not just spoken language– Register (what level of speech is

appropriate for a particular setting)• Not overly formal among peers• Not overly casual among teachers, elders, …

– Pace—turn taking, not interrupting– Politeness. Beginning and ending

conversations.

Adaptations/Accommodations

• Practice in following directions• Pair students and practice descriptions

(“I see something that…”)• Categorizing (sets of diverse items—

sort various ways)• Facilitative play• Don’t be too helpful—don’t anticipate

before a child asks. Get it wrong sometimes.

• Role play real life activities• Cloze activities—”We’re going to play

baseball. We need a bat and a ____”• Music and play “Down by the Bay…”• Set up classroom for interactions. • Work with SLP• Give child opportunity to communicate

with many people. (One may start to second-guess and scuttle language development.)

Augmentative and Alternative Communication

• Communication that doesn’t involve speech.

• Augmentative—supplements existing skills

• Alternative—other techniques in place of speech

Augmentative and Alternative Communication (AAC)

• Various combinations of:– Symbols– Aids– Techniques– Strategies

• Non-technical—communication boards, books

• http://www.youtube.com/watch?v=TxNR_jePRj8&feature=related

• Technical• Dynavox• http://www.youtube.com/watch?v=fA

dEOXD9Tvk&feature=related

• iPhone