Beruflich Dokumente
Kultur Dokumente
Professor Haskell
SPE 222
27/04/2014
Case Studies about Individuals with Communication disorders
What happens for the Angie?
Angie A Preschool Student
Angie is a four-year-old girl with speech impairment. Born to McKenzie and
Elizabeth Wilson, Angie had obvious lip and palate deformities at birth.
Within days,
Angie received her first of six operations to repair the hole in her palate and fissure in
her lip.
communication disorder.
and is currently meeting with a speech and language pathologist working on her most
difficult articulation sounds of t, d, p and b. Academically, she is functioning well
within the normal range.
Angie has parents who are strong advocates for her and insure that she receives
the services that she needs. Angie also has four other siblings with whom she has
formed close relationships. Despite her gains in communication, Angie is exhibiting
some internalizing behaviors. She seems to be shy and withdrawn when around her
classmates. This may be the result of several kids in her preschool classroom who
have begun to tease her for both her appearance and her speech impairment.
Defining Communication Disorders:
b)
c)
d)
Speech and language disorders are often associated with other disorder. Specifically,
speech disorders are sometimes associated with a cleft palate or lip.
- In Angie this case, we can make sure that Angie had speech disorders.
Characteristics: (Speech Disorder)
Apraxia of Speech
- Apraxia is a motor speech disorder that affects the way in which a student plan
to produce speech. Students characteristics of apraxia are errors in production
of vowels, inconsistent speech errors, more errors as words or sentences get
longer, voice errors and stress on the wrong syllables, also referred to as
prosody.
Fluency disorder.
- Characterized by interruptions in the flow of speaking, such as atypically rate
or rhythm, as well as repetitions of sounds, syllables, words and phrases
Craniofacial anomalies are anatomical deviations that can affect the oral and facial
structures, the cranium, or both. They are often complex and may occur as a feature
of a particular syndrome. This Communication Facts addresses select craniofacial
syndromes that include communication disorders as part of the syndromic pattern.
Academic context:
The role of physical appearance has proved that a healthy physical appearance,
regardless of facial or physical characteristics, is considered attractive. Significant
literature has shown, in addition to coping with their physical appearance, children
with cleft anomaly in general have to deal with their more superficial psychological
issues/ psychosocial limitations.
As a special teacher, we should take some actions to help those students with lip
and facial deformities.
There are some suggestions for us:
-
Maintain eye contact with the speech student during the whole conversation
Do not finish sentences or fill in words for the individual who stutters.
Universal design:
You can vary the format for relaying the information, such as using both audio
and text formats, visual representations with verbal information, graphics, graphic
organizers and controlled vocabulary. Similarly, you can vary the ways in which
students demonstrate their knowledge.
Collaboration:
Collaboration is must between parents and teachers; most of the time parents will
have information regarding the needs of their child. If a teacher does not receive
anything form the students or the parents regarding any special needs, it is important
to meet with them and discuss how to best help their student, and keep the parents
informed on what is going on in the classroom and what accommodations should be
made.
Resources:
http://www.asha.org/Publications/leader/2010/101221/Resources-for-Clients-With-Cr
anio-Facial-Abnormalities.htm
http://www.operationsmile.org/get_involved/student-youth-programs/downloads.html
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2905531/
Reference
Sousa, Avinash De, Shibani Devare, and Jyoti Ghanshani. "Abstract."National Center for
Biotechnology Information. U.S. National Library of Medicine, 28 Sept. 0005. Web. 27
Apr. 2014.
Turnbull, Rud, Michael L. Wehmeyer, and Karrie A. Shogren. "Chapter 6 Understanding
Students with Communication Disorder." Exceptional Lives. Ed. Ann Turnbull.
Seventh ed. N.p.: n.p., 2013. 1-448. Print.
"Communication Facts: Special Populations: Craniofacial Syndromes 2008 Edition."
Communication Facts : Special Populations: Craniofacial Syndromes. N.p., 2008. Web.
27 Apr. 2014.
Kuster, Udith Maginnis. "The ASHA Leader." Resources for Clients With Cranio-Facial
Abnormalities. N.p., 20 Dec. 2010. Web. 27 Apr. 2014.
Sousa, Avinash De, Shibani Devare, and Jyoti Ghanshani. "Abstract." National Center for
Biotechnology Information. U.S. National Library of Medicine, 28 Sept. 0005. Web.
27 Apr. 2014.