1. You are a first grade teacher. Explain the guidelines you will follow in working with the speech-language pathologist and other related support staff at your school.
• During all levels of early childhood education, it is important that a classroom teacher work with other specialists and children’s parents in a team approach to address the needs of children with communicative disorders. As a teacher, I would take different approaches in order to help these students. Sometimes children who are diagnosed as having mild speech or communication problems are placed in a “pull-out” program. In this approach, a child sees a speech–language pathologist for a specific time period during the day or week, depending on the severity of the speech problem. Another approach is for the speech teacher to come to the regular classroom and work with the child within the classroom setting. Sometimes this involves the classroom teacher and the speech–language pathologist in a team-teaching approach. In this setting, the classroom teacher works with most of the class, while the speech–language pathologist works with a smaller group of children who need specific teaching techniques or experiences. 2. You are a preschool teacher. You have noticed that a child appears to have problems hearing. Describe the types of behaviors you are observing. • When a child appears to have problems with hearing, it is important to determine whether the child turns her head when a sound occurs or whether she startles at a loud noise. I would observe when the child responds only when being spoken to in close proximity and in face-to-face situation, if they respond when his or her name is called, if the children can follow one- or two-step directions without having multiple repetition, if the child ignores or misunderstands what others say, and if the children nodes his or her head to a question or direction and then behaves as if he or she did not hear. 3. Define “articulation disorder” and give an example. • Articulation disorders result in the difficulties of speech production that requires the components of physical speech mechanism (lungs, vocal cords, tongue, lips, teeth, soft and hard palate) to work together in specific ways to produce the needed sounds. An example of articulation disorder is when a child is tongue-tied (restrictive lingual frenulum. This is when the fold of membrane at the mid line of the tongue’s underside is too short or it adhered to the floor of the mouth. 4. As a preschool teacher, a parent approaches you and tells you he is concerned about his son’s stuttering. You also have noted the child’s difficulties in verbal fluency. Explain how you would respond to this concerned parent. What would you tell him to do? What would you tell him to avoid doing in response to his son’s disfluencies? • When speaking this concerned parent I would make sure that the …show more content…
I would mention the difficulties I have noted in his son’s verbal fluency. I would discuss the options of a speech language pathologists and why this will help benefit his son. I would tell this parent that he can help his son by speaking with his son in an unhurried way, pausing frequently. He could also reduce the number of questions he asks his son and use facial expressions and other body language to convey to his son. Instead, he should ask his some questions that he can answer with only a few words. I would tell the parent to avoid telling the child to slow down, to start over, to think, or to take a deep breath because these requests indicate to the child that his speech is unacceptable and may increase his anxiety and dysfluencies.
5. Describe five techniques for enhancing language development among hearing impaired children.
• Five techniques for enhancing language development among hearing impaired children are as follows:
1. Always speak to the child in close proximity and face to face.
2. In large-group settings, such as story time or circle activities, place the child nearby so that he can see the pictures and hear more clearly.
3. Use gestures to accompany any directions or conceptual explanations.
4. Use gestures to elicit children’s attention during noisy activities or outdoor play.
5. Encourage the child to use the listening center, where earphones are used and the volume on the tape player can be adjusted to meet the child’s
• During all levels of early childhood education, it is important that a classroom teacher work with other specialists and children’s parents in a team approach to address the needs of children with communicative disorders. As a teacher, I would take different approaches in order to help these students. Sometimes children who are diagnosed as having mild speech or communication problems are placed in a “pull-out” program. In this approach, a child sees a speech–language pathologist for a specific time period during the day or week, depending on the severity of the speech problem. Another approach is for the speech teacher to come to the regular classroom and work with the child within the classroom setting. Sometimes this involves the classroom teacher and the speech–language pathologist in a team-teaching approach. In this setting, the classroom teacher works with most of the class, while the speech–language pathologist works with a smaller group of children who need specific teaching techniques or experiences. 2. You are a preschool teacher. You have noticed that a child appears to have problems hearing. Describe the types of behaviors you are observing. • When a child appears to have problems with hearing, it is important to determine whether the child turns her head when a sound occurs or whether she startles at a loud noise. I would observe when the child responds only when being spoken to in close proximity and in face-to-face situation, if they respond when his or her name is called, if the children can follow one- or two-step directions without having multiple repetition, if the child ignores or misunderstands what others say, and if the children nodes his or her head to a question or direction and then behaves as if he or she did not hear. 3. Define “articulation disorder” and give an example. • Articulation disorders result in the difficulties of speech production that requires the components of physical speech mechanism (lungs, vocal cords, tongue, lips, teeth, soft and hard palate) to work together in specific ways to produce the needed sounds. An example of articulation disorder is when a child is tongue-tied (restrictive lingual frenulum. This is when the fold of membrane at the mid line of the tongue’s underside is too short or it adhered to the floor of the mouth. 4. As a preschool teacher, a parent approaches you and tells you he is concerned about his son’s stuttering. You also have noted the child’s difficulties in verbal fluency. Explain how you would respond to this concerned parent. What would you tell him to do? What would you tell him to avoid doing in response to his son’s disfluencies? • When speaking this concerned parent I would make sure that the …show more content…
I would mention the difficulties I have noted in his son’s verbal fluency. I would discuss the options of a speech language pathologists and why this will help benefit his son. I would tell this parent that he can help his son by speaking with his son in an unhurried way, pausing frequently. He could also reduce the number of questions he asks his son and use facial expressions and other body language to convey to his son. Instead, he should ask his some questions that he can answer with only a few words. I would tell the parent to avoid telling the child to slow down, to start over, to think, or to take a deep breath because these requests indicate to the child that his speech is unacceptable and may increase his anxiety and dysfluencies.
5. Describe five techniques for enhancing language development among hearing impaired children.
• Five techniques for enhancing language development among hearing impaired children are as follows:
1. Always speak to the child in close proximity and face to face.
2. In large-group settings, such as story time or circle activities, place the child nearby so that he can see the pictures and hear more clearly.
3. Use gestures to accompany any directions or conceptual explanations.
4. Use gestures to elicit children’s attention during noisy activities or outdoor play.
5. Encourage the child to use the listening center, where earphones are used and the volume on the tape player can be adjusted to meet the child’s