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Special Education, A language disorder occurs when the Wernicke's area…

- - - - Inclusive:
        -Supportive classroom culture for scholar with Lisp to continue to gain confidence
        -Pair with supportive scholars
      - Exclusive
        -Continuing work with a speech therapist
        
        -Constant relationship building with self-esteem and confidence work
        
        -Offering written responses when scholar would rather not speak (though of course motivating and lifting the scholar’s voice up)
    - - Using other ways to communicate, like writing or using computers
      - Reducing background noise setting for conversations
      - Good lightening
      - Face to face seating
    - - Tests given orally should be done with their SLP.
        
        Reading/Fluency assessments should not be timed.
        
        Don’t require child to read out loud in front of other students.
        
        Added time for test taking.
        
        Notes from class should be written and provided to the student (by a peer or the teacher).
        
        Ability to type homework and other assignments if handwriting is a challenge.
        
        Small group testing where the teacher/para/SLP reads the questions/prompts aloud.
        
        Reading out loud for the child or have access to audiobooks until reading skills improve.
        
        Teacher will call on student only when hand is raised, rather than putting them on the spot.
        
        Allow use of adaptability equipment such as pencil grips, fidget tools, graphic organizers, picture prompts (to be used in conjunction with oral prompts), manipulatives for math, etc.
        
        Allow for movement breaks to stimulate gross motor skills.
        
        No point deductions for mispronounced words during oral presentations.
        
        Priority seating near the teacher to lessen the amount of times the student may need to repeat themselves when speaking to the teacher.
    - - Eliminate background noice
      - Keep voice at normal level
      - Make sure you have the students attention before you talk
      - Keep communication simple and emphasise keywords
      - Give the student time to speak
    - - Talk slower
      - Use more wait time
      - Look and listen to the student
      - Encourage taking turns to talk
      - Adjust talking demands when a students speech is bumpy
    - - Exclusive: For selective mutism I would think that exclusive strategies could start with allowing the scholar to write out all answers at first or if possible asking 1 word answer questions for a verbal answer, then continuously motivating them to grow in their verbal communication with you and the class and to slowly work toward volunteering answers.
      - Inclusive:
        
        developing warm, supportive relationships, even if the interactions are nonverbal.
        
        easing anxiety in the classroom by pairing them up with a buddy.
        
        using small-group instruction and activities.
        
        Accept nonverbal communication
        
        Avoid questions at first and ease into one-sided spoken communication. ...
        
        Ask forced-choice questions and give specific praise. ...
        
        Avoid mind-reading and reinforce speech, not gestures.
  - - - An anxiety disorder in which the learner mute himself in certain social situations/ with individuals. This speech disorder is interconnected to the learner's psychological well being.
    - - Childhood apraxia of speech is a neurological speech sound disorder. A child with this condition has problems making sounds correctly and consistently. Apraxia is a problem with the motor coordination of speech.
    - - A communication disorder caused by damage to the brain's language capabilities
    - - A speech disorder caused by muscle weakness. It can make it hard for them to talk. People may have trouble understanding what they say. Speech-language pathologists, or SLPs, can help.
    - - A common fluency disorder, is referred as stammering
      - A speech disorder which includes repetition of sounds and syllables, making frequent blocks in speech and prolongation of sounds
    - - A speech disorder where the learner is unable to pronounce one or more hissing sounds such as 's' or 'z'.
  - - - Speak slowly and softly
      - "Slurred" and "mumbled"
      - Talk too fast
      - Not be able to move your tongue, lips, and jaw very well
      - Have changes in your voice
      - Sound "breathy" or "stuffy nose"
    - - Doesn't understand others conversations
      - Speaks and writes sentences that don't make sense
      - speaks in short or incomplete sentences
      - Speaks unrecognisable words
    - - -
        
        Trouble putting sounds and syllables together in the correct order
        
        Inconsistent errors in consonants and vowels when repeating sounds
        
        Long pauses between sounds
        
        Problems with “prosody,” the varying rhythms and tones that help express meaning (the emotional content) of speech
        
        Understanding language much better than expressing it
    - - Repetition of sounds, syllables, words and phrases
      - prolongation of sounds
      - rapid eye blinks or tremors of the lips
      - interruptions in speech-known as blocks
    - - Learning to pronounce sounds incorrectly.
        
        Jaw alignment problems.
        
        Tongue-tie, where the tongue is attached to the bottom of the mouth and movement is limited.
        
        Tongue thrust, where the tongue protrudes out between the front teeth.
    - - Nervous and socially awkward
        
        Rude/Disinterested
        
        Shy/Withdrawn
        
        Stiff/Tense
        
        Stubborn/Aggressive
        
        May want to speak though is held back by anxiety, eye contact avoidance, Fidgeting
  - - - Exclusive
        Start with allowing the scholar to write out all answers at first or if possible asking 1 word answer questions for a verbal answer, then continuously motivating them to grow in their verbal communication with you and the class and to slowly work toward volunteering answers.
        
        Inclusive
        
        developing warm, supportive relationships, even if the interactions are nonverbal.
        
        easing anxiety in the classroom by pairing them up with a buddy.
        
        using small-group instruction and activities.
        
        Accept nonverbal communication
        
        Avoid questions at first and ease into one-sided spoken communication. ...
        
        Ask forced-choice questions and give specific praise. ...
        
        Avoid mind-reading and reinforce speech, not gestures.
    - - Inclusive
        
        Avoid speaking in noisy situations
        
        sit yourself so that everyone can see your face
        
        Make certain you have your listern's attention
        
        Speak slowly and loudly
      - Exclusive
        
        Practice Syllable to syllable attack when saying long words
        
        Rephrase rather than repeat a message that is misunderstood
        
        Try to use other methods, such as pointing, or gesturing
    - - exclusive
        
        Speech language therapy is the main treatment for apraxia of speech. SLPs often use a variety of methods to treat it such as
        
        Articulation or phonological therapy
        
        Adapted cueing technique
        
        Orofacial myofunctional therapy
        
        Prompts for restructuring oral muscular phonetic targets therapy (PROMPT system)
        
        Biofeedback treatments
      - inclusive
        
        Not pressuring the child to speak
        
        Showing patience when the child does want to speak
        
        Be positive about the child’s efforts
        
        Model to others how to be supportive of the child’s attempts to communicate
        
        Be generally supportive and encouraging to the child
    - - Inclusive
        
        -Supportive classroom culture for scholar with Lisp to continue to gain confidence
        -Pair with supportive scholars
        
        Exclusive
        
        -Continuing work with a speech therapist
        
        -Constant relationship building with self-esteem and confidence work
        
        -Offering written responses when scholar would rather not speak (though of course motivating and lifting the scholar’s voice up)
    - - Inclusive
        
        Talking slowly with somewhat longer vowel sounds.
        
        Avoid rushing/ hurrying
        
        Promoting turn taking
        
        Look at the learner and listen.
      - Exclusive
        
        Creating a safe and a comfortable place to work in
        
        Teachers create design a specific learning plan
    - - Exclusive
        
        Articulation or phonological therapy
        
        Adapted cueing technique
        
        Orofacial myofunctional therapy
        
        Prompts for restructuring oral muscular phonetic targets therapy (PROMPT system)
      - Inclusive
        direct (pull-out) program, in classroom-based service delivery, community-based models, and consultative interventions
  - - - A condition in which more than one disorder or a a disease is present at the same time.
- - - - Introducing new concepts/lessons
        
        Use graph paper to help line up numbers and problems.
        
        Give the student a list of the math formulas taught in the class.
        
        Let the student write out charts or draw sketches to solve problems.
        
        Use like coins, blocks, and puzzles to teach math ideas.
        
        Review what the student already learned before teaching new skills.
        
        Use attention-getting phrases like, “This is important to know because….”
        
        Use concrete examples that connect math to real life.
        
        Check in frequently to make sure the student understands the work.
        
        Use graphic organizers to organize information or help break down math problems into steps.
      - Giving instructions and assignments
        
        Allow extra time on tests.
        
        Give step-by-step instructions and have the student repeat them.
        
        Highlight or circle key words and numbers on word problems.
        
        Provide charts of math facts or multiplication tables.
        
        Create separate worksheets for word problems and number problems.
        
        Use visual aids or manipulatives when solving problems.
        
        Use an extra piece of paper to cover up most of what’s on a math sheet or test to make it easier to focus on one problem at a time.
        
        Give a rubric that describes the elements of an assignment.
        
        Let the student use a calculator when computation isn’t what’s being assessed
        
        Give more space to write problems and solutions.
        
        Break down worksheets into sections.
    - - Completing tests and assignments
        
        Let the student choose to either print or use cursive for handwritten responses.
        
        Allow a “proofreader” to look for errors.
        
        Use a scribe or speech-to-text so the student can dictate test answers and writing assignments.
        
        Provide extended time on tests.
        
        Grade based on what the student knows, not on handwriting or spelling.
        
        Provide a quiet room for tests if needed.
        
        Adapt test formats to cut down on handwriting. For example, use “circle the answer” or “fill in the blank” questions.
      - Giving instructions
        
        Help the student break writing assignments into steps .
        
        Provide a rubric and explain how each step is graded.
        
        Provide information needed to start writing assignments early.
        
        Give examples of finished assignments.
        
        Provide paper assignments with name, date, title, etc., already filled in.
        
        Offer alternatives to written responses, like giving an oral report.
      - Classroom materials and routines
        
        Provide extra time to take notes and copy material.
        
        Provide typed copies of classroom notes or lesson outlines to help the student take notes.
        
        Allow the student to use an audio recorder or a laptop in class.
        
        Provide handouts so there’s less to copy from the board.
        
        Provide paper with different-colored or raised lines to help form letters in the right space.
        
        Provide pencil grips or different types of pens or pencils to see what works best for the student.
        
        Provide graph paper (or lined paper to be used sideways) to help line up math problems.
    - - Giving instructions
        
        Give step-by-step directions and read written instructions out loud.
        
        Simplify directions using key words for the most important ideas.
        
        Highlight key words and ideas on worksheets for the student to read first.
        
        Check in frequently to make sure the student understands and can repeat the directions.
        
        Show examples of correct and completed work to serve as a model.
        
        Provide a rubric that describes the elements of a successful assignment.
        
        Help the student break assignments into smaller steps .
        
        Give self-monitoring checklists and guiding questions for reading comprehension.
        
        Arrange worksheet problems from easiest to hardest.
        
        Allow oral responses instead of written.
      - Introducing new concepts
        
        Pre-teach new concepts and vocabulary.
        
        Provide the student with typed notes or an outline of the lesson to help with taking notes.
        
        Provide advance organizers to help the student follow along during a lesson.
        
        Provide a glossary of content-related terms.
        
        Use visual or audio support to help the student understand written materials in the lecture.
      - Completing tests and assignments
        
        Grade the student on the content that needs to be mastered, not on things like spelling or reading fluency .
        
        Allow understanding to be demonstrated in different ways, like oral reports, posters, and video presentations.
        
        Provide different ways to respond to test questions, like saying the answers or circling an answer instead of filling in the blank.
        
        Provide sentence starters that show how to begin a written response.
        
        Provide extended time for taking tests.
        
        Provide a quiet room for taking tests, if needed.
      - Classroom materials and routines
        
        Use large-print text for worksheets.
        
        Use audiobooks like those available through services like Bookshare , a free online library for students with disabilities.
        
        Hand out letter and number strips so the student can see how to write correctly.
        
        Allow the student to use a text reader like a Reading Pen or text-to-speech software .
        
        Provide colored strips or bookmarks to help focus on a line of text when reading.
        
        Use speech-to-text software to help with writing.
        
        Post visual schedules and also read them out loud.
        
        Have on hand “hi-lo” books (books with high-interest topics for students reading below grade level).
        
        Provide extra time for reading and writing.
        
        Give the student multiple opportunities to read the same text.
        
        Use reading buddies during worktime (as appropriate).
        
        Partner up for studying — one student writes while the other speaks, or they share the writing.
    - - Building Self-Regulation and Social Skills
        
        Teach social rules like how close to stand to people and how to interpret body language and other nonverbal cues.
        
        Pre-correct and prompt to help teach social skills.
        
        Respond to inappropriate behavior using respectful redirection.
        
        Use a nonverbal signal with the student to indicate the need for a brain break.
        
        Develop a consistent strategy for when the student repeats questions or gets stuck on a topic or idea (sometimes called “ perseveration”).
        
        Proactively identify signs of overstimulation or frustration.
      - Classroom Schedules and Routines
        
        Make a laminated card with the student’s schedule on it.
        
        Provide verbal cues before transitions.
        
        Post class schedules, rules, and expectations; make sure the student sees them.
        
        Give the student plenty of time to preview and prepare for new activities like group projects, field trips, and other changes in routine.
        
        Create a daily class routine that changes as little as possible.
        
        Let the student choose where to sit.
      - Introducing New Concepts
        
        Use simple, concrete and clear language.
        
        Explain figures of speech as you use them.
        
        Give an overview of a lesson before teaching it and clearly state the objective.
        
        Explain jokes and identify sarcasm and words that have more than one meaning.
        
        Give a short review or connection to a previous lesson before teaching new ideas.
        
        Break down abstract concepts and rephrase if needed.
      - Providing Instructions and Materials
        
        Break a big project into smaller steps, making sure the student understands the overall goal and how the parts fit together.
        
        Use organizers and mind-mapping software.
        
        Adapt worksheets to cut down on handwriting. For example, use “circle the answer” or “fill in the blank” questions.
        
        Provide the test format ahead of time so the student can focus on content.
        
        Shorten assignments to avoid overwhelming the student.
        
        Provide extended time for taking tests.
        
        Provide a rubric that describes the elements of a successful assignment.
        
        Provide a quiet work space as needed.
        
        Provide guided notes to use in class and to help the student zero in on key points of complex assignments.
        
        Provide an extra set of books to keep at home.
        
        Provide written directions even for assignments you’d expect a student to be able to generalize from the past.
        
        Speak slowly when giving directions.
  - - - A specific learning disability that affects a person’s ability to understand numbers and learn math facts.
    - - struggle with understanding and/or expressing language often in both oral and written forms.
    - - A specific learning disability that affects reading and related language-based processing skills.
    - - a speech disorder caused by muscle weakness. It can make it hard for them to talk. People may have trouble understanding what they say. Speech-language pathologists, or SLPs, can help.
      - Has trouble interpreting nonverbal cues like facial expressions or body language and may have poor coordination.
    - - A specific learning disability that affects a person’s handwriting ability and fine motor skills