1. EPSE 317

2. This is Nicholas (Kolya) Kolya is 11 years old In Grade 5 at Pitt Polder Elementary in Coquitlam

3. Kolya’s family Parents emigrated from Russia in 2000 They own a health-food store in Coquitlam where they work long hours Family is very active in a Russian Evangelical Church located in Langley Grandma emigrated with them and spends lots of time with kids. Kids: Anya, 14, born in Russia, now attending Coquitlam Secondary Vladimir, 6, in Grade 1 at Pitt Polder Family speak Russian at home. Kids speak English among themselves, but Granny has no English.

4. More about Kolya Born with a cleft palate Repaired surgically when he was 11 months Second surgery when he was 6 years old to improve quality of speech Some problems with the formation of his teeth Generally healthy but has had recurring bouts of middle ear infections and had tubes inserted when he was 8.

5. Kolya has had speech therapy throughout his preschool years and during his primary years at Pitt Polder His speech is now clear, but still a bit nasal He is very talkative, always has been. Increasingly it seems as though his speech is “cocktail chatter”—no real content.

6. Socially Kolya has no close friends at school Never invited to parties or sleep-overs Involved in Sunday School group Wednesday nights and Saturdays. Teachers have noticed that he his very bossy in groups of children—always has to have things his way.

7. School Not a strength Parents question why—they think Kolya’s very intelligent—he spoke early and lots Slow to learn to read and shows poor comprehension Barely meeting grade expectations in math Difficulty in applying math facts, even when allowed to use a calculator Argues with teachers Tries to negotiate his own terms for assignments Resists all attempts to correct mistakes

8. No IEP Parents (understandably) feel Kolya and they have had enough of experts for a lifetime. They don’t want any more assessments or corrective interventions.

9. The Future: Kolya really likes motorbikes and guns. Wants to be a policeman. He’s a big kid, and can enforce the rules he sets other kids… Get out your crystal balls…

10. Communication Disorders Speech Disorders Articulation Fluency Voice Language Disorders Form of language (phonology, morphology, syntax) Content (semantics) Function of Language (pragmatics) Hearing Disorders

11. Communication Variations Language (English as a second language) Dialect difference Augmentative/Alternative communication Sign Symbol systems

12. Assessment and Identification FNSA recognises Communication Disorder as a fundable designation BC Ministry of Education does not, but: “Any student with delayed, disordered or atypical speech and/or language skills should be brought to the attention of the speech-language pathologist.”

13. Assessment and Identification, cont’d “They are often associated with intellectual disabilities, autism spectrum disorder, physical disabilities, sensory impairments, severe emotional/behaviour problems, learning disabilities or other learning difficulties.” (MOPP&G)

14. Referral procedures will vary from district to district but involve school-based team evaluation or a collaborative model including parents, administrators and teachers. Some districts may use school-wide screening in early years. Supports based on formal and informal assessment, and coordinated with other learning plans for student.

15. Speech Disorders Articulation and Phonological disorders Can be due to physical structure of palate Can be environmental—what child can hear, has heard, etc. Lisps, omissions, insertions, mispronunciations Can include effects of hearing loss, auditory processing, neurological and neuromuscular impairments (e.g., oral dyspraxias).

16. Voice Disorders Volume, quality, and pitch Chronic hoarseness most common voice disorder among children Resonance (stuffy nose sound, or twang) Can mark a hearing loss

17. Fluency Disorders Stuttering Cluttering (And he—oh, you know—took the the thing—the thing with the you know—the pencil—to write in the –er—the um—I don’t know—in the notebook…) Prosody (speech rhythm), intonation (speech pitching)

18. Stuttering Various theories why Neurological Worsens with nerves Give child time, don’t suggest words Don’t let anyone tease kid who stutters or who has other speech problems.

20. http://www.youtube.com/watch?v=v_oELP5xN2w&feature=related

21. Language Disorders Form: how rules organise language Morphology—structure of words (plurals, tenses, comparatives) Content—semantics—meaning of words and word combinations Syntax –ordering of words—vocabulary alone doesn’t do it: Consider The dog bit the boy. The boy bit the dog. Same words, very different meaning.

22. Use: (Pragmatics) Not just spoken language Register (what level of speech is appropriate for a particular setting) Not overly formal among peers Not overly casual among teachers, elders, … Pace—turn taking, not interrupting Politeness. Beginning and ending conversations.

23. Adaptations/Accommodations Practice in following directions Pair students and practice descriptions (“I see something that…”) Categorizing (sets of diverse items—sort various ways) Facilitative play Don’t be too helpful—don’t anticipate before a child asks. Get it wrong sometimes.

24. Role play real life activities Cloze activities—”We’re going to play baseball. We need a bat and a ____” Music and play “Down by the Bay…” Set up classroom for interactions. Work with SLP Give child opportunity to communicate with many people. (One may start to second-guess and scuttle language development.)

25. Augmentative and Alternative Communication Communication that doesn’t involve speech. Augmentative—supplements existing skills Alternative—other techniques in place of speech

26. Augmentative and Alternative Communication (AAC) Various combinations of: Symbols Aids Techniques Strategies

27. Non-technical—communication boards, books http://www.youtube.com/watch?v=TxNR_jePRj8&feature=related

28. Technical Dynavox http://www.youtube.com/watch?v=fAdEOXD9Tvk&feature=related iPhone