HomeMy WebLinkAbout10b Delegation Nancy Myers and Bronwyn Funiciello re Ontario Association for Families of Children with Communication DisordersPage 1 of 15
O.A.F.C.C.D.
ONTARIO ASSOCIATION FOR
FAMILIES OF CHILDREN WITH
COMMUNICATION DISORDERS
htpp: / /www.cyberus.ca /oafccd
Pages THE CASE FOR MANAGEMENT OF LANGUAGE
DISORDERS IN THE SCHOOLS
Pam 7 THE SOCIAL CONSEQUENCES OF FAILURE IN
COMMUNICATION
Page SUPPORT FOR SPEECH AND LANGUAGE SERVICES
IN EDUCATIONAL SETTINGS
Pa a 9 MYTHS AND REALITY
Page 10 What is LanguaW
Page 11 What is Speech?
Pages Characteristics of Adolescent Lanauage Disorder
Pages Language and the Adolescent
Page 13 Continuum of Speech and Language Services will Enhance
Educational Outcome (April 1998)
Presented to OCDSB, May 27, 2002
by Bvn Funiciell• & Nancy Myers
�01
Page 2 of 15
ONTARIO ASSOCIATION FOR FAMILIES OF CHILDREN WITH COMMUNICATION DISORDERS
O.A.F.C.C.D. htpp: / /www.cyberus.ca /oafccd
(Appendix A:)
THE CASE FOR MANAGEMENT OF LANGUAGE DISORDERS
IN THE SCHOOLS
Language is not just another subject. Language is the means by which all
other subjects are pursued."
(The Communicator, J. Boyer from the Center for Advancement of Teaching and
Learning)
Communication Disorders are the largest handicapping condition in
society affecting 5 -10% of the general population and ranging from hearing
impairments to language disorders which can be developmental in nature or
acquired
(Canadian Association of Speech Pathologists and Audiologists).
Second to being alive, communication is the most critical human function
allowing for full participation in society. Since the primary function of the
educational system is to allow all children, regardless of their particular
circumstances, to acquire the skills needed to live, work and contribute to
society then surely management of communication disorders is a necessary
responsibility of the schools.
The most common communication disorder is language impairment. You may
ask what is language. Language is simply the invisible information we all
carry in our heads that allows us to understand the thoughts of others and
express our own thoughts. This may be accomplished through a variety of
mediums, including speaking, listening, reading, writing, or hand signals as in
sign language. The child with language impairment will have poorly developed
language information. This disability often is not superficially evident, indeed
some children may appear normal in conversational language since they can
"talk a blue streak." The devastating evidence of their disability, however,
becomes apparent in inability to adapt to and learn in the classroom where
they must listen, read, speak and write and in failed social interactions so
critically dependent on language skills.
We can expect language disorders to comprise the largest handicapping
condition in the schools. Of the total school population JK -OAC, we can
expect:
Page 3 of 15
1.4.73% will be labelled Learning Disabled with 40% -100% of these children
showing language disorders
2. 1.68% will be labelled Developmentally Disabled with 85% of these children
showing language disorders
3. 1 % will be labelled Emotionally Handicapped with 70% of these children
showing language disorders
The most conservative estimate of the extent of the language problems
would be 6% of the total school population JK -OAC. (Casby, 89).
One may ask why we should be concerned about language disorders. There are
at least 4 reasons which are well documented:
1. Language provides the main method of establishing and maintaining
social relationships. Psychiatric disorders are more common in language
disordered than normal language learning children (Cantwell and Baker,
1991; Waller, Sollad, Sander and Kunicki, 1983, Warr - Leeper, 1994). It is clear
that poorly developed language skills are strongly associated with
life -long difficulties in psycho - social development (Weiner, 1985).
2. Language constitutes a principal means of organizing behaviour and is
central to the normal acquisition of many cognitive and academic skills,
particularly literacy. Language is the medium of instruction in the
classroom (Berlin, Blank and Rose, 1980). Problems in comprehension and
production of oral and written language result in academic failure which
are not alleviated over time (Weiner, 1985).
3. As the language - delayed child ages, the gap between himself /herself and
his /her peers widens (Wiig and Semel, 1984). Thus, the longer the child remains
unmanaged, the more pronounced the delay becomes and the more pervasive
the impact.
4. There is evidence that an 'optimal" period for language learning may exist
(Berko - Gleason, 1989 and Flavell, 1985). Although the precise timing of this
critical period is unclear, a great deal of research suggests that the preschool
and school years are an optimal period for the acquisition of many language
skills (Funk & Ruppert, 1984 and Owens, 1988). Thus, the older the child is
when initially diagnosed, the greater the risk of failure in remediation attempts
(Dumtschin, 1988; Goldberg, 1984; Huntley, Butterfill & Latham, 1988; Janko &
Page 4 of 15
Bricker, 1987; Sande & Billingsley, 1985 and Schery, 1985).
It is clear that language acquisition is an integral component in the
development of an individual (Allen & Rapin, 1980) and failure of the
language system will have life -long negative impact on social, academic
and vocational success (Weiner, 1985). There are systematic ways in which
the language skills of an individual and the level of language used by other
individuals in the world interact to place the person with poorly developed
language at a disadvantage. Developing a relationship with your primary care
givers can be a major challenge when a child is language impaired. Learning
the curriculum, which is necessarily presented through the language mode, is
hindered by weak language skills. Speech in the classroom is coming at you
at 10 -12 sounds per second and 120 to 150 words per minute. Imagine
trying to learn Calculus with a weak language system, such as what we all
experience when trying to manage in a second language.
In the practical world you may be asked, "Won't these children outgrow their
problems ?" After all, you do not hear adults saying "Me go bathroom" so these
children who are slow must develop the skill but at a slower pace. It is true that
persons with slow development do get better as they get older so that superficial
evidence of poor language knowledge may not be readily apparent. The
evidence is overwhelmingly clear, however, that problems remain and
manifest in every aspect of their lives (Wiener, 1985 and Blalock, 1982). The
child with an unresolved language problem as he enters school has
problems in learning to read and write is isolated due to difficulties in
socializing and will eventually have great difficulty in getting and holding a
job. This is a verbal world and a literate world that one can not manage
without competence in language.
In the practical world one may also ask if treatment is effective with children who
do not develop language well. There is overwhelming evidence that it is
effective (Nye, Foster, and Seaman, 1987) and that the earlier treatment is
initiated, the better the outcome ( Schery, 85). Further, the SLID is guided in
case load selection by information regarding which children are most
likely to spontaneously improve without intervention and which children
will show persistent language dysfunction (Bishop and Edmondson, 87) and
therefore only those children who are genuinely in need of service will be
treated.
The Speech- Language Pathologist (SLP) is the uniquely qualified professional
to provide service. S /he has a wide variety of educational training in the
structure of language and its acquisition, has a minimum of 300 classroom
d�•
Page 5 of 15
hours in the assessment and treatment of language disorders and 320 hours of
supervised experience in clinical management of communication disorders. The
fact the profession is regulated by the government in most of Canada and
the most of the Western world would suggest that the communicatively
handicapped can be harmed by persons who do not have appropriate
training in the field.
Summary:
The Speech- Language Pathologist (SLP) not only intervenes to improve the
communication skills but also to facilitate access to others in their world,
sometimes enhancing access to training and education and sometimes
providing the social link so necessary to the psychological well -being of
humans. One could argue that what the SLP provides is access to the
quality of life we all enjoy.
The current trend to compress the services of SLP to school -age children
and increase the demand on existing personnel is a short-term solution
that will leave a legacy of harmful effects. How can teachers be expected
to do their job well without support for the primary means of educating,
language? How will teachers have time for the average child if the teacher is
given no support for the integrated special needs child? The SLP provides not
only direct work with children but also indirect work with significant others and
the environment of the child to increase the potential for learning language all of
the time and access to the verbal world. If the SLP is not a member of the
school and can not concentrate efforts on the school curriculum and personnel,
then the child is not being properly serviced.
Given the shrinking services in every sector of public service, the need for SLP
is even greater than before. We serve the sometimes invisible and voiceless
minority who can not always understand or speak for themselves yet they
deserve to be treated as equitably as those with more obvious disabilities.
One would not consider denying access to buildings via wheel -chair
ramps so why would one consider denying access to the entire world due
to an untreated communication disorder? Individuals with communication
disorders should not be denied sheltered passage into the world the rest of us
control. Better outcomes in education for children mean that these children
become contributing and independent members of society thus saving our
(aw limited resources. We can provide what is needed now or we can provide
support through the social system for lifetimes wasted.
g�-
Page 6 of 15
Genese Warr - Leeper, Ph.D.
Communicative Disorders
"If all my possessions were taken from me with one exception, I would
choose to keep the power of communication, for by it I would soon regain
all the rest."
Daniel Webster.
* *Warr - Leeper, G. (1993) The case for management of language disorders in
the schools: Indispensable or incidental? Communication Exchange,4(4), 1 -5.
- N. and Mack, A. (1994) Language disabilities of antisocial boys in residential treatment Behavioral Disorders,
19(3),159 -170.
- Waller, M., Sollod, R., Sander, E., & Kunkicki E. (1983). Psychological assessment of speech and
language- disordered children. Language, Speech, and Hearing Services in the Schools, 14(2), 92 -98.
- Weiner, P. (1985). The value of follow -up studies. Language impaired youths: The years between 10
and 18. Topics in Language Disorders, 5(3), 78 -92.
-Wiig, E.H. & Semel, E.M. (1984). Language Assessment and Intervention for the Learning Disabled.
Columbus: Charles E. Merrill.
References
- Allen, D.A. & Rapin, 1. (1980). Language disorders in preschool children: Predictors of outcome. Brain and
Development, 2, 73 -80.
- Berko - Gleason, J. (1989). The development of language (2nd Ed.) Toronto: Charles E. Merrill.
- Berlin, L.J., Blank, M., & Rose, S.A. (1980). The language of instruction: The hidden complexities.Topics in
Language Disorders, 1(1), 47 -58.
Bishop, D. & Edmundson, A. (1987). Language- impaired 4 year olds. Distinguishing transient from persistent
impairment. Journal of Speech and Hearing Disorders, 52, 156 -173.
- Blalock, J. (1982). Persistent auditory language deficits in adults with LD. Journal of Learning Disabilities, 15,
604 -609.
- Cantwell, D. & Baker, L. (1991). Psychiatric and developmental disorders in children with communication
disorder. Washington, D.C.: American Psychiatric Press, Inc.
- Casby, M.W. (1989). National data concerning communication disorders and special education.
Language, Speech and Hearing in the Schools, 20, 22 -30.
- Dumtschin, J.U. (1988). Recognize language development and delay in early childhood. Young Children, 43,
16 -24.
- Flavell, J. (1985). Cognitive development (2nd. Ed.) Englewood Cliffs, N.J.: Prentice Hall.
-Funk, J.B. & Ruppert, E.S. (1984). Language disorders and behavioral problems in preschool children.
Journal of Developmental and Behaviourial Pediatrics, 5, 357 -360.
- Goldberg, R. (1984). Identifying speech and language delays in children. Pediatric Nursing, 10, 252 -259.
- Huntley, R.M.C., Holt, K.S., Butterfill, A., & Latham, C. (1988). A follow -up study of a language
intervention program. British Journal of Disorders of Communication, 23, 127 -140.
- Janko, S. & Bricker, D. (1987). Language intervention with young children: Current practice and future
goals. Australia and New Zealand Journal of Developmental Disabilities, 13, 65 -72.
- -Nye, C., Foster, S. & Seaman, D. (1987). Effectiveness of language intervention with the
language /learning disabled. JSHD, 52(4), 348 -357.
- Owens, R., (1988). Language Development: An Introduction. Toronto: Merrill Publishing Co.
- Schery, R. K. (1985). Correlates of language development in language disordered children. Journal of
Speech and Hearing Disorders, 50. 73 -83.
- Sande, D.R. & Billingsley, D.S. (1985). Language development in infants and toddlers. Nurse Practitioner, 10,
39-47.
- Warr - Leeper, G., Wright
ONTARIO ASSOCIATION FOR FAMILIES OF CHILDREN WITH COMMUNICATION
DISORDERS
Page 7 of 15
O.A.F.C.C.D. htpp: / /www.cyberus.ca /oafccd C
(Appendix B)
THE SOCIAL CONSEQUENCES OF FAILURE IN COMMUNICATION
Communicative competency is strongly linked to social acceptability and popularity in
preschool and school -age children (Hazen & Black, 89; Black & Hazen, 90; Place & Becker,
91). Studies have found that "liked" children were more skilled at initiating, contingent
responding, acknowledging and speaking to more than one partner simultaneously (Hazen &
Black, 89). In contrast, "disliked" children were less skilled at requesting using polite forms
(Place & Becker, 91), less responsive in interactions, and more likely to produce irrelevant
remarks (Black & Hazen, 1990). Further, research examining social interaction /social status
of children with language impairments in preschool classrooms has shown that children with
communication impairments were more frequently ignored by peers (Rice, Sell, &
Hadley, 91) and were not as popular as their normally developing classmates (Gertner,
Rice, & Hadley, 94).
Finally, it appears that biases about children with communication impairments are also shared
by adults, including teachers and speech language pathologists. Results of a study by Rice
and colleagues have shown that adults consistently rate children with communication
impairments as less intelligent and less socially competent (Rice, Hadley, & Alexander,
93). People form quick and negative impressions of individuals who evidence even
minor articulation disorders such that those who have distorted speech are considered
to be intellectually slow and handicapped (Clase, 1969; Mowren, Wahl, & Doolan, 1978;
Perrin, 1954). The findings of studies such as these have important implications for the
development and maintenance of friendships and judgements of academic potential
for children with communication deficits (Rice, 93; Gertner et al., 94).
Friendship is one of the most basic human needs and the one thing that all parents
want for their children. If all of our children, including those with communication
disorders, are to have the opportunity to 'belong', their communication needs must be
met.
References:
- Black, B. & Hazen, N.L. (1990). Social status and patterns of communication in acquainted and unacquainted preschool children.
Developmental Psychology, 26, 379 -387.
- Clase, J. (1969). A comparison of responses of speech clinicians and laymen to the effects of conspicuous articulation deviations on certain
aspects of communication. Ph.D. Dissertation. State University of New York at Buffalo.
- Gertner, B.L., Rice, M.L., & Hadley, P.A. (1994). Influence of communicative competence on peer
preferences in a preschool classroom. Journal of Speech and Hearing Research, 37, 913 -923.
- Hazen, N.L. and Black, G. (1989). Preschool peer communication skills: The role of social status and interaction context. Child
Development, 60, 867 -876.
- Perrin, E. (1954). The social position of the speech defective child. Journal of Speech and Hearing Disorders, 19,250 -262.
- Place, K.S. & Becker, J.A. (1991). The influence of pragmatic competence on the likability of grade- school children. Discourse Processes,
14, 227 -241.
- Mowren, D., Wahl, P. & Doolan, S. (1978). The effects of lisping on audience evaluation of male speakers. Journal of Speech and Hearing
disorders, 42(2), 140 -148.
-Rice, M.L. (1993). Don't talk to him; he's weird: A social consequences account of language and social interactions. In Kaiser, A.P. & Gray,
D.B. (eds) Enhancing children's communication: Research foundations for intervention. Baltimore, MD: Brookes Publishing Co.
-Rice, M.L., Hadley, P.P., Alexander, A.L. (1993). Social biases toward children with specific language
impairment: A correlative causal model of language limitations. Applied Psycholinguistics, 14 (443 -472).
-Rice, M. Sell, M. Hadley, P. (1991). Social interactions of speech -and language- impaired children.
Journal of Speech and Hearing Research, 34, 1299 -1308.
ONTARIO ASSOCIATION FOR FAMILIES OF CHILDREN WITH COMMUNICATION DISORDERS
O.A.F.C.C.D. htpp: / /www.cyberus.ca /oafccd
lD ' Page 8 of 15
SUPPORT FOR SPEECH AND LANGUAGE SERVICES
IN EDUCATIONAL SETTINGS
Of those individuals in our society who are between 0 -21 years of age, 88% are in
elementary, secondary or postsecondary education. Clearly, schools shape the future of
North America and as such, bear an enormous burden of responsibility for the evolution of our
society. Speech and language services administered by Speech- Language Pathologists
provide crucial services which advance the mission of education, to prepare children for life.
To further the mission of education for the majority of children with communications disorders,
speech and language services must be integrated into the overall curriculum at school.
Only school -based management can provide the continuous services that ensure the
progress of children throughout their school careers. As the child moves through the
educational system and the demands for communication change, speech and language
services support the child, as well as the parents and teachers, who will help the child meet
these changing demands.
There is clear evidence that language intervention is effective (Nye, Foster, and Seaman,
1987) and that the earlier treatment is initiated, the better the outcome (Schery, 85). For
school children with weak language skills, language services which are integrated into the
education setting by school Speech- Language Pathologists have resulted in important
educational outcomes, including significant gains in reading skills for elementary school
children (Hoffman & Norris, 1994), meaningful improvements in adaptive behaviour in the
classroom (Schery & O'Connor, 1992), and substantial reductions in the drop -out rate for
students in secondary school (Larson & McKinley, 1995), and finally for at risk children,
lasting benefits representing a significant savings to the social support system and society
(Schweinhart, Berrueta- Clement, Barnett, Epstein & Weikart, 1985).
When considering services for communication disorders in Ontario, it can be said without
doubt that "too many, wait too long, for too little" (Fox, 1980). Many school boards provide
premier services that are a model of efficiency and effectiveness. Services in Ontario Boards
are deployed by Speech- Language Pathologists and supervised supportive personnel utilizing
the most educationally current and innovative techniques and service delivery models.
Language is not just another subject. It is the means by which all other subjects are
pursued (Boyer,1985). The only sensible and practical solution to educating those with
communications disorders is integrated, not fragmented, educational services
administered by educational Speech- Language Pathologists in educational settings.
Recommendation:
In consideration of the mission of education and the needs of students, ideally speech and
language services should be expanded and practically should be sustained. If budgetary
considerations necessitate changes, every effort should be made to preserve integrity of
speech and language services in consultation with the parents and teachers of the children
affected as well as speech and language personnel.
[Please see Appendices A and B for further details]
Appendix A:
N
C�?.
Page 9 of 15
THE CASE FOR MANAGEMENT OF LANGUAGE DISORDERS IN THE SCHOOLS
Appendix B:
THE SOCIAL CONSEQUENCES OF FAILURE IN COMMUNICATION
References
- Boyer, J. (1985). The Communicator. Position Paper on Language in the Schools, Center for Advancement of Teaching and Learning.
Pennsylvania: Carnegie- Mellon.
- Hoffman, P. & Norris, J. (1994). Whole language and collaborative work: Evidence from at -risk kindergartners, Journal of Childhood
Communication Disorders, 16(l),41-48.
- Larson, V. & McKinley, N. (1995). Language Disorders in Older Students. Eau Claire, Wl: Thinking - Publications.
-Nye, C., Foster, S. & Seaman, D. (1987). Effectiveness of language intervention with the language/leaming disabled. Journal of Speech and
Hearing Disorders, 52(4), 348 -357.
- Schery, R.K. (1985). Correlates of language development in language disordered children. Journal of Speech and Hearing Disorders, 50.
73 -83.
- Schery, T. & O'Connor, L. (1992). The effectiveness of school -based computer language intervention with severely handicapped children.
Language, Speech and Hearing Services in Schools, 23, 43-47.
- Schweinhart, L., Berrueta- Clement, J., Barnett, W., Epstein, A. & Weikart, D. - (1985). Effects of the Perry Preschool Program on youths
through age 19: A summary. Topics in Early Childhood Special Education, 5(2), 26 -35.
ONTARIO ASSOCIATION FOR FAMILIES OF CHILDREN WITH COMMUNICATION DISORDERS
O.A.F.C.C.D. htpp: / /www.cyberus.ca/oafccd
MYTHS AND REALITY
Prepared by Dr. Genese Warr - Leeper,
School of Communication Disorders, University of Western Ontario
(W Myth:
Physically healthy children who are late talkers will catch up to their peers by
kindergarten or first grade.
Reality:
Some children will indeed catch up, but many will not without intervention. For
these children, language development can proceed slowly, and residual
language problems are often present in adolescence and early adulthood.
Myth:
Children with language disorders are passive in conversations with older children
and adults.
Reality:
Some language- disordered children are generally conversationally passive, but
many can be quite assertive with familiar adults and younger children
Myth:
Children with language disorders will eventually outgrow their problems. After all
you do not see adults saying "Me go bathroom."
Reality:
Language impaired children do improve as they get older and some disorders
resolve naturally. The longitudinal studies of individuals who were diagnosed as
language impaired in the pre - school years offer considerable evidence that
(bw language disorders persist as children grow older but may change in their
expression.
MAI
am
Page 10 of 15
ONTARIO ASSOCIATION FOR FAMILIES OF CHILDREN WITH COMMUNICATION DISORDERS
O.A.F.C.C.D. htpp: / /www.cyberus.ca/oafccd
What is Languaae?
Language refers to the content of what is spoken, written, read or understood and
the rules about how we put sounds, symbols and words together for others to
understand. Language has a code or set of secret rules that most of us learn over
many years. Most of the rules we learn from our families who model them for us,
and from friends and teachers as we grow. There are secret rules for:
-How sounds are combined into words
•How words are put into sentences
*How sentences are formed into stories, descriptions and conversations
-How we talk or express ourselves in different social situations
Few people are able to explain what the rules are, but we know the rules
because we can identify when a mistake has been made. For example, when a
child says " I have gave it to him" you can correct the sentence using your secret
knowledge to " I have given it to him" but you probably can not say which "rule" was
broken. You will not tell the child that the use of the "have" auxiliary requires the
verb to be in perfect tense because it is a past completed action sentence!!
Most children learn the rules by listening to other people talk, practising what they
hear, and being corrected. However, some children are not able to grasp the rules
and they fail to see or hear the verbal and non - verbal clues that accompany
words. For example, changes in intonation or tone which may change the meaning or
intent are missed by these children. Or they may not notice the
changes in facial expression or posture that indicate changes in mood or feelings.
Children with language problems often have behaviour problems or act
inappropriately. They have not learned the social communication skills that are
needed in different situations. For example, they may not recognize that the
boisterous behaviour and loud voice used at play in the back yard should be
replaced with a softer voice and polite manners at Grandma's dining table.
The development of language takes many years, until adulthood, to establish an
extensive vocabulary and master the more complex rules of grammar.
ONTARIO ASSOCIATION FOR FAMILIES OF CHILDREN WITH COMMUNICATION DISORDERS
O.A.F.C.C.D. htpp: / /www.cyberus.ca/oafccd
What is Speech? Vj
Speech is the sounds that come out of our mouths and take shape in the form of
words. Many things have to happen for us to speak:
I
e /-
Page 11 of 15
- The person must have a thought or idea, want or need that must be communicated to
another person.
- The idea must be sent to the mouth with instructions on which words to say and which
sounds make up those words.
- The brain must send signals to the muscles that produce speech - the tongue, lips and
jaw.
- The lungs must have enough air to force the vocal chords to vibrate.
- The body parts must be co- ordinated and strong enough to create the right sounds and
words.
- The sounds must be clear enough to form words that other people can understand.
- There must be another person to receive the communication and respond.
Many things can interfere with the development of speech.
A child who has a difficulty making sounds or words may have a speech disorder.
ONTARIO ASSOCIATION FOR FAMILIES OF CHILDREN WITH COMMUNICATION DISORDERS
O.A.F.C.C.D. htpp: / /www.cyberus.ca /oafccd
Characteristics of Adolescent Lanauage Disorder
• Failure to understand or pay attention to rules of conversation, for example,
turn taking, introducing topics of conversation, and staying on topic.
• Difficulty using different language for different needs of the listener or
situation.
• Incorrect use of grammar.
• Poor or limited vocabulary
• Difficulty requesting further information to aid understanding.
-Tendency to ask questions that are too general ( "Are you going out tonight ?"
when what is really meant is "Where are you going tonight ? ")
• Tendency to agree rather than voice opposition.
-Indirect requests and ambiguous statements.
-Class clown behaviour.
• Extreme forgetfulness.
• Withdrawal or exclusion from group activities.
• Difficulty with:
• understanding non - verbal behaviours, such as body language
J.
Page 12 of 15
finding words
• puns, idioms, riddles, jokes, sarcasm and slang
• instructions, especially those that are long or grammatically complex
• words with multiple meanings (bear versus bare)
• sequencing
,,expressing thoughts
• organizing information.
Source: American Speech- Language- Hearing Association (ASHA).
------------------------------------------------------------------------------------------------------------------
ONTARIO ASSOCIATION FOR FAMILIES OF CHILDREN WITH COMMUNICATION DISORDERS
O.A.F.C.C.D. htpp: / /www.cyberus.ca /oafccd
Language and the Adolescent
The ability to read and write is strongly influenced by the ability to understand
and use language. Students who are good listeners and speakers tend to become
strong readers and writers . Language has a major role in all subjects including
reading, math, history, geography and even art. The early school years
emphasize language development, social - emotional growth and readiness skills.
The middle grades emphasize specific subjects. Mastery of language is assumed.
Emphasis is placed on written skills. The later grades involve more complex use
of language by students including an increased vocabulary, more advanced
sentence structure, and different kinds of language for different situations.
Language Disorder refers to any impairment in:
form including phonology, morphology, and syntax, for
example, misuse or misunderstanding of the information
provided by word endings: "The boy eat his dinner."
semantics (meaning), for example, difficulty understanding
idioms: "It's raining cats and dogs."
pragmatics (function), for example, using language for
different purposes (promising, requesting), changing
language for listeners needs (peer vs. teacher), or
following the rules of conversation (turn taking,
introducing topics of conversation, and staying on topic)
The importance of early identification and remediation of language delays or
disorders in young children is well known. Less commonly known is the
importance of identifying and remediating language disorders in the adolescent.
Such disorders may lead to feelings of failure, low self- esteem, poor academic
and social success, and a high drop out rate.
Page 13 of 15
ONTARIO ASSOCIATION FOR FAMILIES OF CHILDREN WITH COMMUNICATION DISORDERS
O.A.F.C.C.D. htpp: / /www.cyberus.ca/oafccd
Continuum of Speech and Language Services will Enhance
Educational Outcome (April 19U
Universal education is considered a basic need in our society. It is the engine that drives our
nation.
Children with communication disorders or weak language skills are vulnerable to
school and life failure. Alternately, strong language skills are associated with success in
school and in life (Nelson, 1993). Further, good verbal language skills can act as a
protective factor making children at risk for failure more resilient (Herrero & Hechtman,
1994; Hechtman & Weiss, 1986). Good communication skills are a fundamental outcome of
education and support for students with disordered or weak language skills is essential.
Speech and language services target two groups of students in the schools:
1. those with communication disorders which are significant enough for them to be
categorized as abnormal and
2. those with language skills that are weak enough to threaten their school success.
Students with weak language skills are often less visible and may surface only at critical
points when challenged by the changing demands of the educational system.
Some communication disorders may be dealt with only once and effectively
remediated (e.g., pronunciation difficulties, mild difficulties in verbal expression) while others
require a continuum of care with differing types and levels of support at different times
during a student's educational career (e.g., pervasive language impairment,
language -based reading disability). This support may vary from a one -time consultation
resulting in minor accommodation in the classroom to cycles of more intensive service when
the demands exceed the student's ability and when the student shows the most potential for
improvement.
A language impairment, not unlike a hearing impairment, is a persistent problem
requiring continuous support and adjustment to ensure success in the classroom. The
classroom must be a place where teachers can understand and be responsive to the needs of
their students. Students with weak or disordered language can access the curriculum with
some support and adjustment in teaching strategy.
Similar supports are warranted for students whose school success is jeopardized by weak
language skills. This group of students often includes children at risk due to traditional risk
(W factors, such as lower- socioeconomic circumstances. Although the skills of the
speech - language pathologists have traditionally been utilized to manage "disordered"
children, more recently the educational benefits of applying the expertise of speech - language
pathologists to the academic management of children with weak language skills has been
�a
A.
Page 14 of 15
demonstrated (Hoffman & Norris, 1994; Wilcox, 1991).
Speech and language services should be adjusted to those times when communication skills 44)
are most challenged. For the student with weak or impaired language skills, critical points of
vulnerability in their educational path can be identified. Problems may only surface at peak
times and may be difficult to identify. Even problems which seem to have been resolved,
such as severe phonological disorders, will reappear as spelling difficulties in the later grades
(Clarke - Klein, 1994). Research and clinical practice clearly demonstrate that many
reading disabilities are language -based and require identification and intervention
directed at the language to resolve the problem (Catts, 1997).
Different types and levels of support are needed for children with disordered or weak
language skills when the demands for language skills are high or when fundamental language
skills are being developed. Critical points and the foci for support
include:
CRITICAL POINT FOCUS
JK, SK, Grade 1 ............ Basic listening and speaking and metalinguistic skills for reading
Grade 3 . ........................Reading Comprehension
Grade 5 . ........................Writing
Grade 8 & 9 ..................Higher level use of language to learn
Grade 11 ......................Social and Vocational language skills
Programs jointly managed by the speech - language pathologist and teaching personnel can
enhance curriculum, modify classroom strategies and optimize outcome. For example,
specialized programs within JK and SK which specifically target language skills may be
implemented (Clark- Stewart & Fein, 1983; Hoffman & Norris, 1994; Masland & Masland,
1988). Reading recovery programs may target grade 3 students and writing programs may
target grade 5 students ( / /). A communications class may be included in grades 8, 9 or 11
curriculum to target higher level receptive and expressive language skills, study skills,
social skills, and vocational language (Buttrill,et al., 1 989;Larsen and McKinley,95).
Support is required for all students, even in the upper grades. Students in the upper
grades need higher level language concepts and vocabulary that are consistent with
cognitive development and may need assistance with the social and vocational skills
required for transition into the work world. Strong speech and language programs in
combination with other special programs have proven effective in reducing dropout
rates (Larson & McKinley, 95) with eventual cost savings to the social system.
Children with disordered or weak communication skills who go undetected and unserved or
underserved are unable to realize their complete human potential and are at risk for life
failure. To ensure an optimum outcome for all students, OAFCCD recommends:
Page 15 of 15
Funding for speech and language services in all school districts to identify and support
students with communication disorders or weak language skills.
Services to these students should be available throughout their school careers with service
enhancement at critical points of vulnerability to failure.
Speech - language pathologists working as an integral part of school teams to provide
remediations for students with disordered communication skills and to develop programs for
students at risk for failure in school due to weak language skills
Flexibility in service delivery models that meet individual needs
Continuous evaluation and monitoring of services to ensure accountability and optimal
outcomes.
References
- Buttrill, J., NOzawa, Biemer, C., Takahashi, C., and Hearn, S. (1989). Serving the language learning disabled adolescent: A
strategies -based model. Language, Speech, and Hearing Services in Schools, 20, 185 -204.
- Clarke - Klein, S. (1994). Expressive phonological deficiencies: Impact on spelling development. In Topics in language
disorders: From phonology to metaphonology, 14(2), 40 -55.
- Clark- Stewart, K. & Fein, G. (1983). Early childhood programs. In MM Haith & JJ Campos (Eds.), Infancy and
Developmental Psychology. New York: Wiley
- Herrero, M. & Hechtman, L. (1994). Antisocial disorders in hyperactive subjects from childhood to adulthood: Predictive
factors and characterization of subgroups. American Journal of Orthopsychiatry, 65(4), 510 -521.
- Hechtman, L. & Weiss, G. (1986), Controlled prospective fifteen year follow -up of hyperactive as adults: non - medical drug
and alcohol use and anti - social behaviour. Canadian Journal of Psychiatry, 31(6):557 -567.
- Hoffman, P. & Norris, J. (1994). Whole language and collaborative work: Evidence from at -risk kindergartners, Journal of
Childhood Communication Disorders, 16(1), 41-48.
- Larson, B. & McKinley, N. (1995). Language Disorders in Older Students: Preadolescents and Adolescents. Eau Claire,
WI: Thinking Publications.
- Nelson, N. (1993). Childhood Language Disorders in Context: Infancy Through Adolescence. N.Y., N.Y.: Merrill
- Masland, R. & Masland, M. (1988). Preschool prevention of reading failure. Parkton, MD: York Press.
- Wilcox, J. & Kouri, T. (1991). Early language intervention: A comparison of classroom and individual treatment. American
Journal of Speech - Language Pathology, 2(3), 49-62.
Thank you for your interest.
�'_q