1.

0 OVERVIEW OF THE SPEECH LANGUAGE AND COMMUNICATION (SPL) PROGRAMME A programme instituted in every school in order to give children with (SLC) problems the opportunity to function meaningfully through the developmental stages of learning. No child should be a constant spectator of the class during class activities. Efforts by teachers should be concentrated on the childs acquisition and mastery of speech language and its functionality. 2.0 THE AIM OF RE-INTRODUCING THE (SLC) PROGRAMME IN SCHOOLS It provides a way of helping those students who might have functional or organic problems hindering their success in academic work. 3.0 INSTITUTIONALISATION OF THE (SLC) PROGRAMME It is an Educational Policy that all primary schools should have in session SPL programme. Special Needs Education (SNE) Speech Specialists, Provincial Office (P/O) and Head Office (H/O) are available as consultants in the smooth running of the programme. The programme is part of the Extra Curricular activities and has to be apportioned time in the afternoon and be reflected on the Master Time Table. 4.0 PROCEDURES IN IMPLIMENTING THE SPEECH LANGUAGE AND COMMUNICATION PROGRAMME The Head or the Deputy is in-serviced to have a general overview of the programme. The Head introduces the programme in the school. A speech and language teacher is appointed and in-service trained. The whole school is staff developed to acquaint them with speech and language problems and for early identification purposes. Class teachers have custody of children most of the time during the day. 5.0 THE ROLE OF THE CLASS TEACHER She/he identifies and screen communication disorders in children. Evaluates the disorders and make appropriate referrals. Stresses good habits of oral communication as early as possible. (ECD and infant classes.) 6.0 THE ROLE OF THE SPEECH AND LANGUAGE TEACHER Has direct contact with SPS/SNE at District office.

 Holds staff-development meetings with other members of staff at school and cluster level at large. Plans work for individuals identified and keeps up to date records on the progress of each child. Conducts direct speech training sessions with children in need of more help to augment the classroom teachers efforts. 7.0 QUALITIES OF AN APPROPRIATE SPEECH TEACHER She/he should be one who works well with children with speech and hearing problems. Should be dedicated, patient and tolerant to meet the needs of unique pupils through well planed and laid out activities. 8.0 IDENTIFYING CHILDREN WITH SPEECH LANGUAGE AND COMMUNICATION PROBLENMS 8.1 Definition of key terms: Speech: It is a skill involving adequate control of tongue movement and the breath stream, shaped and resonated by the lips, teeth, tongue, jaws through mouth and nasal cavity (Larynx and Pharynx). (mechanical production of language) Language: It is not synonymous with speech. It is a system of symbols and structures organized into conventional patterns to; -communicate ideas opinions or thoughts, -express emotions and identity, Communication: It is to share information, thoughts, feelings, and opinions through understood symbols or codes between two or among people. Aphasia: Serious voice disorder resulting to inability to communicate effectively. Developmental aphasia: Severe delay in the development of receptive and expressive language. Acquired Aphasia: Loss of linguistic ability from brain damage, trauma or stroke. Dyslexia: Abnormal difficulty in reading and spelling caused by the condition of the brain. 8.2 Some symbols used in Language and communication: Spoken or written words. Manual signs: Father/Baba Sign language, finger spelling

Body Language traits: Body muscle tone:

Touch, pointing and gestures Speech/Lip reading

*Show how you would communicate using the above symbols * 9.0 TYPES OF SPEECH AND LANGUAGE PROBLEMS IN CHILDREN (FOR SELECTION PURPOSES) 9.1. Delayed onset of speech during the crucial stages of development:

A. Sensory motor stage: from birth to 18 months. Period characterized by a high exploration of the environment through sensory, fine and gross motor skills. B. Pre-operational stage: From 18 months to 7 years. The period when the child learns the bulk of the 1st language of his/her culture. Child may be limited by immature perceptual capabilities. C. Concrete operational stage: Period from 7 years to 12 years. Entrance to this stage is marked by the ability to use logical patterns and to recognize parts of whole relationships to resolve problems. *A child with e.g. hearing impairment goes through these stages with a defective auditory mechanism that grossly impedes the language acquisition process* 9.2 IMMATURE SPEECH: Speech usage below age level expectations, characterized by inconsistence between the mental and chronological ages. 9.3 ARTICULATION DISORDERS: Articulation is the process of shaping the breath stream from the Larynx through various speech organs to articulate correctly specific speech sounds of a language. E.g. /t/ and /d/ (labia dentals)sounds are formed by placing the tip of the tongue behind the upper ridge of tongue. In contrast with /p/ and /b/ (bi-labial) formed by briefly closing the lips and allowing the breath stream to escape through the mouth. *Difference between the two sets of sounds is that /t/ and /p/ are voiceless while /d/ and /b/ are voiced (they vibrate the larynx).* 9.3.1 Type of articulation Disorders: Omissions: Leaving out initial or final sounds in words e.g. cart / car; many/may; stop/top Substitutions: Replacing one consonant by another e.g. kill/till; boy/poy; look/rook

Additions: Inserting an additional speech sound before or after a word. E.g. small/smaller; bridge/beeridge Distortions: Deviations from normal speech sounds due to malformations of the speech organs. E.g. placing tongue on wrong position when producing a speech sound like in lisping. 9.4 SPEECH DISORDERS: Speech that deviates from norm or from accepted speaking patterns that attract attention, interferes with communication and adversely affects communication for either the speaker or the listener. 9.4.1 TYPES VOICE DISORDERSWeak voice, high or low pitched, horse voice Breathiness (kushoshoma) Nasality - hyper nasality (too much air coming out through the nose. - hypo nasality (little air passing through the nose. DYSFLUENCY/FLUENCE DISORDER Repeated interruptions, hesitations, or repetitions that seriously interrupt the flow of communication. Speech sounds, words phrases or syllables are blocked or prolonged as in; STAMMERING/STUTTERING: I. Disturbance in the rhythm and fluency of speech associated with disorders of time and affects intonation, phrasing and rate. *The problem differs among children. CLUTTERING: II. It involves excessive speed of speech combined with disorganized sentence structure and articulation problems. III. The speech lacks appropriate phrasing or grouping of words within an utterance and is difficult to understand. DYSARTHRIA: IV. It involves paralysis of muscles associated with speech (rurimbo/chidzita) resulting in the disturbance of movement or motor function brought about by damage to the nervous system e.g. in children with Cerebral Palsy, damage may manifest on lips, tongue, jaws and usually affects consonant speech sounds during articulation.

10.0 MULTIPLE SPEECH DISORDERS CLEFTS: CLEFT TONGUE, CLEFT LIP, CLEFT PALATE i. Nasal leakage of air making it difficult to utter phrases sentences in a single breath.

ii.

Difficult to build and sustain enough air pressure in the mouth to produce e.g. Plosives/p/ /b/ /s/ /z/ /ch/ EFFECTS OF CLEFTS ON SPEECH AND LANGUAGE. i. Articulation errors. ii. Nasality. iii. Hypo nasal voice. iv. Clattering (overly rapid) v. Laboured speech. DEAF AND HARD OF HEARING i. Language deficiency e.g. in pitch, intensity, quality and unusual rhythm. ii. Lack of language, muteness iii. Lack of voice. iv. Articulation errors.

*Children with severe to profound hearing and speech deficiency should be referred to SPS&SNE for assessment. CEREBRAL PALSY (CP): Brain injury that affects coordination of muscles. i. Difficult to feed, walk etc. ii. Speaking is quite difficult for such pupils. iii. Experience serious voice disorders (Aphonia). iv. Difficult to produce many of the speech sounds.

*Difficult cases of CP should be referred to SPS&SNE. 11.0 LANGUAGE DISORDERS Serious difficulty in the ability to understand or express ideas in the communication system being used. Impairment in the development of comprehension or of the use of spoken, written or other symbol systems. May be as a result of delayed language development, delayed developmental mile stones hence systematic sequence of development remains the same but delayed. EXAMPLES OF LANGUAGE DISORDERS RECEPTIVE LANGUAGE DISORDER: I. Interferes with comprehension of spoken language. II. Child has limited vocabulary III. Cant follow instruction. IV. Seem to be in attentive V. Finds messages incomprehensible EXPRESSIVE LANGUAGE DISORDER:

11.1

I. II. III. IV. V.

Interferes with language production, formulating and using language to express self. Child has limited vocabulary Relies on familiar words. Displays immature speech. May resort to hand signals and facial expression for communication.

12.0 TEACHING STRATEGIES FOR STUDENTS WITH SPEECH, LANGUAGE AND COMMUNICATION PROBLEMS. 12.1 PRE-SPEECH ACTIVITIES: I. Breathing exercises. II. Tongue exercises. III. Auditory Training IV. Relaxation exercises.

13.0 RECORDS ANDRECORD KEEPING. INDIVIDUAL EDUCATIONL PROGRAMME/PLAN. I. Name of child II. Sex and grade III. Date of Birth IV. Date initiated in the programme V. Nature of problem 13.1.2 APPROACHES i. Diagnostic Prescriptive Approach: Focuses on abilities involved in perceiving and discriminating speech sound, verbal reasoning and word retrieval. ii. Syntax based Approach: Teaches the child specific language structures like, Subject, Verb, Object ( the word order relationship) iii. Performance Oriented Approaches: Stresses on imitation and modeling of correct behaviours iv. Interactive- interpersonal approaches: Aim to strengthen the childs ability to use language competitively. The child is assisted to interpret contextual clues through role taking and role playing. 13.2 FINE AND GROSS MOTOR DISCRIMINATION OF SOUNDS(AUDITORY TRAINING RECORD) OBJECTIVE: To evaluate the childs ability to receive auditory stimuli. 13.1

13.2.1 DATE

STIMULI

TASK

HOW GIVEN

MEDIA RESPONSE

COMMENT

13.3 ARTICULATION TEST OBJECTIVE: To evaluate the childs ability to articulate correct speech sounds of a language. 13.3.1 DATE AREA OF ARTICULATION MANNER MEDIA RESPONSE I M F

* Sequence content and teach matter in clusters e.g. Plosives, Vowels, fricatives, Nasals etc. 14.0 EVALUATION SUMMARY PROBLEM ACHIEVEMENTS FORECASTS

15.0 MANAGEMENT OF THE SPEECH LANGUAGE AND COMMUNICATION PROGRAMME Referring children identified with severe to profound problems should be made to SPS&SNE Attention Speech Correctionist. Contacting SPS&SNE anytime for information pertaining to any problem associated with the effective learning of pupils Procuring material form district office such as hand outs and charts to be used in teaching and learning activities. (being resource full) In-service training courses or school visits will be arranged at district or cluster level to assist the speech teacher on how to effectively handle speech language problems in the school. The speech teacher should manage a group of at least 8 children, conduct sessions twice a week and be exempted from coo curricular activities to have ample time for planning and material development.

COMPILED BY MANYENGA L SPEECH CORRECTIONIST MASHONALAND CENTRAL PROVINCE 1.0 OVERVIEW OF THE SPEECH LANGUAGE AND COMMUNICATION (SPL) PROGRAMME

 A programme instituted in every school in order to give children with (SLC) problems the opportunity to function meaningfully through the developmental stages of learning. No child should be a constant spectator of the class during class activities. Efforts by teachers should be concentrated on the childs acquisition and mastery of speech language and its functionality. 2.0 THE AIM OF RE-INTRODUCING THE (SLC) PROGRAMME IN SCHOOLS It provides a way of helping those students who might have functional or organic problems hindering their success in academic work. 3.0 INSTITUTIONALISATION OF THE (SLC) PROGRAMME It is an Educational Policy that all primary schools should have in session SPL programme. Special Needs Education (SNE) Speech Specialists, Provincial Office (P/O) and Head Office (H/O) are available as consultants in the smooth running of the programme. The programme is part of the Extra Curricular activities and has to be apportioned time in the afternoon and be reflected on the Master Time Table. 4.0 PROCEDURES IN IMPLIMENTING THE SPEECH LANGUAGE AND COMMUNICATION PROGRAMME The Head or the Deputy is in-serviced to have a general overview of the programme. The Head introduces the programme in the school. A speech and language teacher is appointed and in-service trained. The whole school is staff developed to acquaint them with speech and language problems and for early identification purposes. Class teachers have custody of children most of the time during the day. 5.0 THE ROLE OF THE CLASS TEACHER She/he identifies and screen communication disorders in children. Evaluates the disorders and make appropriate referrals. Stresses good habits of oral communication as early as possible. (ECD and infant classes.) 6.0 THE ROLE OF THE SPEECH AND LANGUAGE TEACHER Has direct contact with SPS/SNE at District office.

 Holds staff-development meetings with other members of staff at school and cluster level at large. Plans work for individuals identified and keeps up to date records on the progress of each child. Conducts direct speech training sessions with children in need of more help to augment the classroom teachers efforts. 7.0 QUALITIES OF AN APPROPRIATE SPEECH TEACHER She/he should be one who works well with children with speech and hearing problems. Should be dedicated, patient and tolerant to meet the needs of unique pupils through well planed and laid out activities. 8.0 IDENTIFYING CHILDREN WITH SPEECH LANGUAGE AND COMMUNICATION PROBLENMS 8.1 Definition of key terms: Speech: It is a skill involving adequate control of tongue movement and the breath stream, shaped and resonated by the lips, teeth, tongue, jaws through mouth and nasal cavity (Larynx and Pharynx). (mechanical production of language) Language: It is not synonymous with speech. It is a system of symbols and structures organized into conventional patterns to; -communicate ideas opinions or thoughts, -express emotions and identity, Communication: It is to share information, thoughts, feelings, and opinions through understood symbols or codes between two or among people. Aphasia: Serious voice disorder resulting to inability to communicate effectively. Developmental aphasia: Severe delay in the development of receptive and expressive language. Acquired Aphasia: Loss of linguistic ability from brain damage, trauma or stroke. Dyslexia: Abnormal difficulty in reading and spelling caused by the condition of the brain. 8.2 Some symbols used in Language and communication: Spoken or written words. Manual signs: Body Language traits: Father/Baba Sign language, finger spelling Touch, pointing and gestures

Body muscle tone:

Speech/Lip reading

*Show how you would communicate using the above symbols * 10.0 TYPES OF SPEECH AND LANGUAGE PROBLEMS IN CHILDREN (FOR SELECTION PURPOSES) 9.1. Delayed onset of speech during the crucial stages of development:

D. Sensory motor stage: from birth to 18 months. Period characterized by a high exploration of the environment through sensory, fine and gross motor skills. E. Pre-operational stage: From 18 months to 7 years. The period when the child learns the bulk of the 1st language of his/her culture. Child may be limited by immature perceptual capabilities. F. Concrete operational stage: Period from 7 years to 12 years. Entrance to this stage is marked by the ability to use logical patterns and to recognize parts of whole relationships to resolve problems. *A child with e.g. hearing impairment goes through these stages with a defective auditory mechanism that grossly impedes the language acquisition process* 9.5 IMMATURE SPEECH: Speech usage below age level expectations, characterized by inconsistence between the mental and chronological ages. 9.6 ARTICULATION DISORDERS: Articulation is the process of shaping the breath stream from the Larynx through various speech organs to articulate correctly specific speech sounds of a language. E.g. /t/ and /d/ (labia dentals)sounds are formed by placing the tip of the tongue behind the upper ridge of tongue. In contrast with /p/ and /b/ (bi-labial) formed by briefly closing the lips and allowing the breath stream to escape through the mouth. *Difference between the two sets of sounds is that /t/ and /p/ are voiceless while /d/ and /b/ are voiced (they vibrate the larynx).* 9.3.1 Type of articulation Disorders: Omissions: Leaving out initial or final sounds in words e.g. cart / car; many/may; stop/top Substitutions: Replacing one consonant by another e.g. kill/till; boy/poy; look/rook

Additions: Inserting an additional speech sound before or after a word. E.g. small/smaller; bridge/beeridge Distortions: Deviations from normal speech sounds due to malformations of the speech organs. E.g. placing tongue on wrong position when producing a speech sound like in lisping. 9.7 SPEECH DISORDERS: Speech that deviates from norm or from accepted speaking patterns that attract attention, interferes with communication and adversely affects communication for either the speaker or the listener. 9.7.1 TYPES VOICE DISORDERSWeak voice, high or low pitched, horse voice Breathiness (kushoshoma) Nasality - hyper nasality (too much air coming out through the nose. - hypo nasality (little air passing through the nose. DYSFLUENCY/FLUENCE DISORDER Repeated interruptions, hesitations, or repetitions that seriously interrupt the flow of communication. Speech sounds, words phrases or syllables are blocked or prolonged as in; STAMMERING/STUTTERING: V. Disturbance in the rhythm and fluency of speech associated with disorders of time and affects intonation, phrasing and rate. *The problem differs among children. CLUTTERING: VI. It involves excessive speed of speech combined with disorganized sentence structure and articulation problems. VII. The speech lacks appropriate phrasing or grouping of words within an utterance and is difficult to understand. DYSARTHRIA: VIII. It involves paralysis of muscles associated with speech (rurimbo/chidzita) resulting in the disturbance of movement or motor function brought about by damage to the nervous system e.g. in children with Cerebral Palsy, damage may manifest on lips, tongue, jaws and usually affects consonant speech sounds during articulation.

10.0 MULTIPLE SPEECH DISORDERS CLEFTS: CLEFT TONGUE, CLEFT LIP, CLEFT PALATE iii. Nasal leakage of air making it difficult to utter phrases sentences in a single breath.

iv.

Difficult to build and sustain enough air pressure in the mouth to produce e.g. Plosives/p/ /b/ /s/ /z/ /ch/ EFFECTS OF CLEFTS ON SPEECH AND LANGUAGE. vi. Articulation errors. vii. Nasality. viii. Hypo nasal voice. ix. Clattering (overly rapid) x. Laboured speech. DEAF AND HARD OF HEARING v. Language deficiency e.g. in pitch, intensity, quality and unusual rhythm. vi. Lack of language, muteness vii. Lack of voice. viii. Articulation errors.

*Children with severe to profound hearing and speech deficiency should be referred to SPS&SNE for assessment. CEREBRAL PALSY (CP): Brain injury that affects coordination of muscles. v. Difficult to feed, walk etc. vi. Speaking is quite difficult for such pupils. vii. Experience serious voice disorders (Aphonia). viii. Difficult to produce many of the speech sounds.

*Difficult cases of CP should be referred to SPS&SNE. 11.0 LANGUAGE DISORDERS Serious difficulty in the ability to understand or express ideas in the communication system being used. Impairment in the development of comprehension or of the use of spoken, written or other symbol systems. May be as a result of delayed language development, delayed developmental mile stones hence systematic sequence of development remains the same but delayed. EXAMPLES OF LANGUAGE DISORDERS RECEPTIVE LANGUAGE DISORDER: VI. Interferes with comprehension of spoken language. VII. Child has limited vocabulary VIII. Cant follow instruction. IX. Seem to be in attentive X. Finds messages incomprehensible EXPRESSIVE LANGUAGE DISORDER:

11.2

VI. VII. VIII. IX. X.

Interferes with language production, formulating and using language to express self. Child has limited vocabulary Relies on familiar words. Displays immature speech. May resort to hand signals and facial expression for communication.

12.0 TEACHING STRATEGIES FOR STUDENTS WITH SPEECH, LANGUAGE AND COMMUNICATION PROBLEMS. 12.2 PRE-SPEECH ACTIVITIES: V. Breathing exercises. VI. Tongue exercises. VII. Auditory Training VIII. Relaxation exercises.

13.0 RECORDS ANDRECORD KEEPING. INDIVIDUAL EDUCATIONL PROGRAMME/PLAN. VI. Name of child VII. Sex and grade VIII. Date of Birth IX. Date initiated in the programme X. Nature of problem 13.3.2 APPROACHES v. Diagnostic Prescriptive Approach: Focuses on abilities involved in perceiving and discriminating speech sound, verbal reasoning and word retrieval. vi. Syntax based Approach: Teaches the child specific language structures like, Subject, Verb, Object ( the word order relationship) vii. Performance Oriented Approaches: Stresses on imitation and modeling of correct behaviours viii. Interactive- interpersonal approaches: Aim to strengthen the childs ability to use language competitively. The child is assisted to interpret contextual clues through role taking and role playing. 13.4 FINE AND GROSS MOTOR DISCRIMINATION OF SOUNDS(AUDITORY TRAINING RECORD) OBJECTIVE: To evaluate the childs ability to receive auditory stimuli. 13.2

13.2.1 DATE

STIMULI

TASK

HOW GIVEN

MEDIA RESPONSE

COMMENT

13.5 ARTICULATION TEST OBJECTIVE: To evaluate the childs ability to articulate correct speech sounds of a language. 13.3.1 DATE AREA OF ARTICULATION MANNER MEDIA RESPONSE I M F

* Sequence content and teach matter in clusters e.g. Plosives, Vowels, fricatives, Nasals etc. 14.0 EVALUATION SUMMARY PROBLEM ACHIEVEMENTS FORECASTS

15.0 MANAGEMENT OF THE SPEECH LANGUAGE AND COMMUNICATION PROGRAMME Referring children identified with severe to profound problems should be made to SPS&SNE Attention Speech Correctionist. Contacting SPS&SNE anytime for information pertaining to any problem associated with the effective learning of pupils Procuring material form district office such as hand outs and charts to be used in teaching and learning activities. (being resource full) In-service training courses or school visits will be arranged at district or cluster level to assist the speech teacher on how to effectively handle speech language problems in the school. The speech teacher should manage a group of at least 8 children, conduct sessions twice a week and be exempted from coo curricular activities to have ample time for planning and material development.

COMPILED BY MANYENGA L SPEECH CORRECTIONIST MASHONALAND CENTRAL PROVINCE