Communication in Disordered Children Essay Example

obtained and the child’s speech and language are rated against a given standard sample and if the rate is below the standard sample, the ability of the child to talk properly is questionable and it may be a disorder. The weakness of the child and the strengths of the language are analyzed to answer the question of whether the child has disorders.
II. If previously the child has been using English to communicate, the level of the child’s performance in English is tested to determine the extent into which the child can talk appropriately. The exposure time (the time the child has been using English) must be known in order to conduct this test and rate the test against a standard sample.
III. Informal testing. These include:

• • Speech and language testing
  • Dynamic testing
  • Keen observation
  • Narrative testing

The results of this testing are very important to determine the communication skill of a CLD child (Tsha, 2010). An example is a child who originally spoke Spanish and has recently relocated to USA where the commonly used language is English.

2.What is the role of the parents, the role of the classroom teacher, and the role of classmates regarding the provision of language intervention for a child who has language delays?

ANSWER.

1. Teachers have many roles in helping the child with language delay. Below are various steps they should take to help such a child.
   • The teacher should give a child with language delay enough time to express himself or herself. The teacher should disregard grammar and pronunciation problems associated with the child. Here, the teacher’s role is to help the child improve in language by giving the child
     

motivation and confidence.

3. Should hearing-impaired children who use ASL (American Sign Language) be taught spoken and written English as a second language, since they have already achieved a primary language base in ASL? Do you believe that if a child is proficient in ASL he/she will more easily acquire English literacy skills?

ANSWER.
Hearing-impaired children should be taught, written English, however

ASL is based on a completely different arrangement of words and presentation. A child who can speak in ASL fluently cannot tell the meaning of a word if it is presented to him/her in a written form. It will make no meaning. ASL also lacks articles and conjunctions thus making written language seem much harder for a child with hearing-impairment. Teaching hearing-impaired child spoken English is almost impossible. However, they can be taught reading lips movement to make up words. It is therefore not easy for a child who is proficient in ASL to acquire English literacy skills easily (Signed languages and English, n.d.). An example is a child who is attending Maryland school for the deaf that teaches ASL.

4.  What are the language characteristics of children with autism? How do they compare to those of children with mental retardation? Are the types of augmentative communication used with children with autism the same as those used with children with mental retardation?

ANSWER.
Children with autism disorder have the following language characteristics:

1. Problems with reading something like a comprehension.
2. They are not able to express their basic wants. For example, a mother may ask the child, whether she/wants to take a glass of mango juice and the child just avoids eye contact and does not talk.
3. Some may not be able to talk completely. Others may use non-existing words and others may also be able to repeat a sentence, but in a boring tone of voice.
4. Repeating statements he/she had heard before in instances that they are illogical (Jacky, 2012).

Autistic children are different for children with intellectual disability in that they grasps and interpret thing in a different

way other than the ordinary children. The intellectually retarded child grasps an interpret things normally, but at a slower rate in comparison to a normal child. Shared similarities may be in that in both cases, the children lack pretense capability and they have difficulties in learning (warber, n.d.).

Levels of autism effects vary from child to child. Some children with autism can share same argumentative types with intellectually impaired children whereas others cannot. Since autism is usually characterized by interpretation of things in an abnormal way, I don’t think autistic children should share a same argumentative type with intellectually impaired children.

References

1. Gary lablance, K. s. (1998, July 20). Sluttering: the role of classroom teacher. Retrieved from www.mnsu.edu:https://www.mnsu.edu/comdis/kuster/InfoPWDS/lablance.html
2. Jacky, G. (2012, May 22). Characteristics of speech in autistic children. Retrieved from Speech buddies:https://www.speechbuddy.com/blog/speech-disorders/characteristics-of-speech-in-autistic-children/
3. Signed languages and English. (n.d.). Retrieved from http://kairos.technorhetoric.net/:http://kairos.technorhetoric.net/7.1/coverweb/portolano/language.htm
4. Tsha. (2010). Implementation guidelines for speech impairment with an articulation disorder: cultural and linguistic diversity (cld) companion. Texas speech language hearing association, 6-9.
5. Warber, A. (n.d.). Shared symptoms of autism and mental retardation. Retrieved from Love to know: http://autism.lovetoknow.com/diagnosing-autism/shared-symptoms-autism-mental-retardation