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Wenting Deng

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.

Angies split lip and facial deformities only compounded her

communication disorder.

She began receiving early intervention services early on

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 She seems to be shy and withdrawn when around her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:

Communication entails receiving, understanding, and expressing information,


feelings, and ideas. It is such a natural part of out daily lives that most of us take our
ability to communication for granted. We participate in many communicative
interactions each day. We also have another ways to communicate. Some people
communicate manually, using sign language or gestures. Others add nonlinguistic
cues while speaking such as body posture, facial and vocal expressions, gestures, eye
contact, and head and body movements.
Lets consider the different types of communication disorders:

Speech and Language disorders


a)

Speech Disorder - refers to difficulty product producing sounds as well as


disorders of voice quality or fluency o speech.

b)

Language disorder - entails difficulty receiving, understanding, or


formulating ideas and information.

c)

Receptive language disorder - is characterized by difficulty receiving or


understanding information.

d)

Expressive language disorder - is characterized by difficulty formulating


ideas and information.

Speech and language disorders are often associated with other disorder. Specifically,
speech disorders are sometimes associated with a cleft palate or lip.

Cultural Diversity in Communication


Students form different cultural backgrounds may have speech or language
differences that effect their participation in the classroom. Although many

individuals have a speech or language difference, they do not necessarily have a


language or speech disorder. Difference does not always mean disorder (Battle,
2002).

- In Angie this case, we can make sure that Angie had speech disorders.
Characteristics: (Speech Disorder)

Articulation Disorder. (Substitutions, omission, addition, and distortion.)


Articulation disorders are among the most frequent communication disorder
in preschool and school-aged children. Articulation is a speakers production of
individual or sequenced sounds. An articulation disorder occurs when the child
cannot correctly produce the various sounds and sound combinations of speech.

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.

Voice disorder (Pitch, duration, intensity, resonance, hypernasality)

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:
-

All peers are supportive of each other

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/

Continuing Professional Development through Professional Organizations:


In addition to learning through the experience of teaching can also continue their
own professional development through the use if professional organizations.

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.

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