Instruction Modifications for a Student with Language Disability

A learner with a language impairment has different learning requirements. As a result, having contextual knowledge while teaching is essential for success since it takes into account how a student approaches a task and any memory issues they may have. A teacher should encourage students to keep eye contact by calling their names, giving verbal cues, and other techniques (Corriveau et al., 2013). Different options exist for instructional materials to acknowledge the importance of background knowledge. Given pupils should have a variety of options for classwork and test-taking because these will allow them to showcase their abilities in class. It is advisable to break down the course work instructions to comprehensible steps and to apply assistive technologies.

A learner with atypical language disorder in a classroom setting. The participant person was a girl aged 15 with language and speech delay history. At the age of eight, her Aggregate Language Score was at third percentile on the preschool Language Scale-3. Subsequent testing indicated an average cognitive level, with a complete scale IQ score of 107. However, the kid had many weakness areas, scoring 16th percentile on Sentence Recalling and 5th percentile on comprehending Spoken Paragraphs. Instructors must be acquainted with research and theories about best practices for children with atypical language development, including methods of naturalistic learning, socialization, and communication (Corriveau et al., 2013).

A student with atypical language development in a playground and cafeteria settings. The participant was a boy with language impairment aged 16. At the age of seven, he was diagnosed by language pathologist with autism. In a playground perspective, the kid had difficulty in interpreting nonverbal communication cues from his colleagues. Besides, the boy repeated last words heard disregarding the meanings. He also showed inappropriate gestures, facial expressions, and literal understanding of his friends’ words. He had difficulty in pronouncing sounds and speech flow interruptions including sound prolongations. In a cafeteria perspective, the student had the difficulty of using language to express what he needed. He left out some words in a sentence and improperly used tenses. Poor word pronunciation such as hood for food was evident. Through community intervention programs, such kids can get help from speech language pathologist, language and speech therapist (Corriveau et al., 2013). Teachers must become conversant with methodologies of applied behavior analysis, assistive technology, language intervention, and socialization.

A Student with an Auditory Processing Disorder [InTASC1]. The representative was a fourteen-year old girl prematurely born with fetal alcohol disorder and having a record of minor developmental deferral. At the age of 10, the audiologist diagnosed her of having APD. The girl showed a normal bilateral hearing sensitivity with Pure-Tone Testing. Shortfalls were evident in auditory processing tasks including Duration Discrimination, Auditory Figure Ground, Competing Words with regular scores >3SD lower than the mean or first percentile. Besides, the girl’s speech was 60% intelligible with an anterior lisp on /s/ and hyper-nasality. She recorded an Oral Composite score of 85 on the Oral Written Language Scales, and a whole IQ scale of 84. Her performance level on dichotic digits was below average. Hence, kids with APD should get frequent evaluations from an audiologist. Instructors must also make sure that the learning environment is proper by reducing visual and auditory disruptions in the tutorial room to make learning instructions comprehensible (Bellis, 2011). The teacher should use visual tools such as a computer or white boards, images, and gesticulations to support vocal lessons.

References

Bellis, T. J. (2011). Assessment and management of central auditory processing disorders in the educational setting from science to practice (2nd ed.). (In J. L. Danhauer, Ed.). Clifton Park, NY: Thomson Delmar Learning

Corriveau, K., Pasquini, E., & Goswami, U. (2013). Basic auditory processing skills and specific language impairment: A new look at an old hypothesis. Journal of Speech, Language, and Hearing Research, 50, 647-666.