Students with Communication Disorders

Students with Communication Disorders

Students with communication disorders often have difficulties interacting with other students at school. The test to interact well with other students is usually brought about by hearing, speech, or language problems they may be having. Such disorders often vary from autism to sensory disabilities, such as deafness or blindness, and differ among children.

Psychological reports indicate that communication disorders often negatively impact children by limiting their capability to develop sentences, affecting their speech flow, quality of voice, and sound interpretations. These effects further affect their learning and communication, hindering their ability to interact freely. This essay focuses on explaining communication disorders among students and how to support them in the classroom.

Students’ capability to communicate with peers and teachers is vital to their overall success, education-wise and in everyday life. Communication skills are significant, including gesturing, reading, speaking, listening, and writing (Abrahamsen & Smith, 2000, p. 230). However, students with communication disorders cannot acquire these skills and may be unable to apply them in school. Such students often struggle with various learning processes, including understanding learning cues, reading, hearing the teacher is teaching, solving problems, and expressing their feelings and thoughts ( Andreasen, 1979, p. 1327).

The challenges may appear to be minor to some people. Still, they make it nearly impossible for the students to operate well in quiet environments, significantly hindering their educational success.

Despite the communication disorders creating a disadvantage for students in the classroom, teachers need to assist them and overcome every obstacle they face with compassion and patience. The first approach to helping students with communication disorders in school is to be a good role model. Teachers are often portrayed as sources of motivation and inspiration to their students. Several evidence-based research articles support this statement by stating that the behavior of most students is often influenced by the teacher’s effectiveness (Reuben, 2000). This makes it significant for students with communication disorders because they will always rely on their teachers as their speech models. For teachers to become good role models to their students, it is essential to be clear and slow when communicating or teaching for maximum learning. Observing their behavior and noticing any change or progress is also crucial.

The second approach to assisting students with communication disorders in a classroom is patience. Patience is a very significant virtue when dealing with students with communication problems. Being patient with such students forms a feeling of understanding, creating a safe space for them to learn and express themselves without fear of discrimination (Battle, 2012). Teachers need to understand the different challenges facing their students, such as over-repetition of words and slow reading and learning, to come up with practical techniques to counter the obstacles instead of being overwhelmed. It is also essential to give the students time to be creative by allowing them to express their thoughts differently by formulating them into words, especially in class discussions. When listening to the students express themselves, avoid interrupting them and focus on them to let them feel the teacher’s support.

The final approach is to build students’ confidence with communication disorders. Several students with communication disorders tend to have lower self-esteem due to their inability to communicate effectively, which often attracts bullying from other students. (Holland and Nelson, 2018). Such students may isolate themselves from their peers or resolve physical fights as retaliation. It is important to note such cases as their teacher and create safe environments for them whenever they feel left out or bullied.

In conclusion, students with communication disorders should be treated fairly like other students but handled with more care and closeness. Research indicates that students with communication disorders often feel disconnected from their peers and teachers when they lose belief in themselves and cannot succeed. Teachers can fill this gap by boosting their confidence and helping them believe in themselves more by fostering a safe classroom space. This solution will promote kindness in the classroom and give the students a sense of belonging.

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.