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Supporting students with language disorders

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J
John Robertson

Students with Language Disorders Katie, Simona, Kara, Sheree and John (YouTube videos are included directly following the slides on which they are linked i.e. you don't need to click the link as the videos are on the next slide)

FormationSanté & MédecineTechnologie
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Students with Language Disorders Katie, Simona, Kara, Sheree and John
What is a Language Disorder? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
In your classroom: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Expressive Language Disorder ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Receptive Language Disorder: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Misconceptions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Prevention ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Educational Implications ,[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object]
Linking To The Disability Discrimination Act (1992) ,[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object]
[object Object],[object Object]
Students Needs and Strategies ,[object Object],[object Object],[object Object]
Students Needs and Strategies ,[object Object]
Students Needs and Strategies ,[object Object]
Need: Extra time to answer questions ,[object Object]
Need: Explicit instruction ,[object Object]
Need: Relaxed and organised classroom environment ,[object Object]
Need: A variety of tools provided to assist the child’s communication ,[object Object],[object Object],[object Object],[object Object],[object Object]
Need: More one on one time ,[object Object]
Need: Peer assistance ,[object Object]
[object Object],[object Object],[object Object],Need: Mnemonic devices
Need: Visual aids and prompts ,[object Object]
Need: Set routines ,[object Object]
Need: Help with initiating and participating in conversation ,[object Object]
Need: Shorter activities ,[object Object]
Need: To feel supported and included, and feel safe from teasing and bullying ,[object Object]
Activity ,[object Object],[object Object],[object Object],[object Object]
Example ,[object Object],[object Object],[object Object],[object Object]
Example ,[object Object],[object Object]
Curriculum support for students with special needs ,[object Object]
Links to KLA Support Documents English Maths HSIE PDHPE Creative Arts
Example Adjustments to Curriculum and Assessment ,[object Object]
Adjustments to Curriculum and Assessment ,[object Object],[object Object],[object Object],[object Object],[object Object]
Planning Adjustment to Curriculum and Assessment ,[object Object]
Planning Pyramid/Target ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],The definition process is best illus-trated by the concept of a target.
References ,[object Object],[object Object],[object Object],[object Object]
References ,[object Object],[object Object],[object Object],[object Object]

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Supporting students with language disorders

  • 1. Students with Language Disorders Katie, Simona, Kara, Sheree and John
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  • 32. Links to KLA Support Documents English Maths HSIE PDHPE Creative Arts
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Notes de l'éditeur

  1. These have a MAJOR impact on a childs reading and writing skills – their development in literacy. expressive language disorder can present in two forms, delayed or disordered language. Delayed – is when a child is slow to develop language but the usual sequence, or pattern of development, is normal. Disordered – is when language is slow to develop and the sequence of development and pattern of grammatical errors is different to that normally expected.
  2. All sympotoms vary, problems with language comprehension usually begin before the age of four years.