Chapter 6 The history of speech and language impairments

Green, Satasha L.; Scott, Christine M.

doi:10.1108/s0270-4013(2011)0000021009

Cited by 2 publications

(1 citation statement)

References 21 publications

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“…Although delays and deficits in oral language are not core characteristics of children with ASD, they are nevertheless generally among the first symptoms of this special educational need (Durleman, Marinis, & Franck, 2016). According to Green and Scott (2011) speech disorders include problems in articulation (ie, substitutions, distortion, omissions, additions), fluency (ie, stuttering) and voice (ie, vocal quality, pitch, intonation) and linguistic disorders, however, include problems in the following areas: form (phonology, morphology, syntax), content (semantics) and function (pragmatics). Simms reports that upon entering kindergarten, approximately 7% to 8% of children have evidence of language impairment and are at significant risk of difficulty with language learning and social adjustment tasks as they progress through school.…”

Section: Oral Language Skillsmentioning

confidence: 99%

Teaching Practices of Oral Language and Reading Skills in Students With Autism Spectrum Disorder

Panopoulos¹,

Korea²

2022

EJSE

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Communication includes a wide range of difficulties for students with Autism Spectrum Disorder (ASD) from acquisition and processing of information and verbal expression to reading and writing. Therefore, these students face challenges in their school life. The purpose of this research is to evaluate and apply teaching practices for the cultivation of oral and reading skills in students with ASD The methodology used was action research in three general secondary schools and lasted 3 years. The research was conducted in Greece by the second teacher of the class who only supported students with special educational needs. Specifically, we conducted three case studies of students with an average age of 15.3 years. Students were diagnosed with ASD. Qualitative data from the action research were collected through observation methodology with informal pedagogical evaluation in checklists of basic skills. Furthermore, the methodology of the intervention with field notes was applied to the form of the teaching interaction. The results showed that students respond to comprehensive differentiated teaching interventions, which include oral speech and reading comprehension activities. Article visualizations:<img src="/-counters-/edu_01/0912/a.php" alt="Hit counter" />

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Section: Oral Language Skillsmentioning

confidence: 99%

Teaching Practices of Oral Language and Reading Skills in Students With Autism Spectrum Disorder

Panopoulos¹,

Korea²

2022

EJSE

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Peculiarities of educational work in the territorial community regarding the provision of speech therapy services

Siroshtan,

Pavliuk

2024

Pedagogical education

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The proposed article highlights the peculiarities of educational work in the territorial community regarding the provision of speech therapy services. Based on the theoretical analysis of scientific and methodical literature, the historical development, peculiarities and formation of the provision of speech therapy services and speech therapy as a science as a whole are studied. It was determined that the speech therapist can carry out corrective, diagnostic, preventive and educational work, but a special emphasis in this process is determined on the importance of the speech therapist's work in the territorial community regarding educational activities, cooperation with parents and raising the level of their pedagogical culture. In order to study the awareness of residents of territorial communities (adults who have children), a survey was conducted regarding the provision of speech therapy services. The obtained results of the study proved that many parents have a certain understanding of the peculiarities of the child's speech development. Most of the answers indicate that parents understand when the child should begin to express the first phrases and communicate. A general trend is the desire of parents to be educated and informed about the speech development of their children. It is important to support this motivation of parents and ensure their access to reliable and trustworthy information resources. Informed parents can be more successful in addressing the issues of their children's speech development and contribute to their success in this area. Prevention of speech disorders in children is important to ensure their successful development, so parents should have such information. Improving a child's speech is an extremely important process and plays a key role in communication, expression of thoughts, development of thinking and social skills. The study emphasized the importance of informational work with parents aimed at spreading knowledge about the role of a speech therapist and the availability of speech therapy services for children in the community.

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Chapter 6 The history of speech and language impairments

Cited by 2 publications

References 21 publications

Teaching Practices of Oral Language and Reading Skills in Students With Autism Spectrum Disorder

Teaching Practices of Oral Language and Reading Skills in Students With Autism Spectrum Disorder

Peculiarities of educational work in the territorial community regarding the provision of speech therapy services

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