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ESPC 506: EDUCATION OF THE EXCEPTIONAL CHILD
ADAM CASPER
What is communication?
Phonology:
Speech sounds that are uttered by an individual, and how they can be used and
combined
Syntax:
Rules of appropriate sentence order and word sequencing, so as to form a coherent
phrase or thought
Morphology:
Form and structure of a word, and how the form can be changed or morphed, such
as tense and number
Semantics:
The component most concerned with meaning, and the understanding of language
Pragmatics:
Represents the rules that govern the reason(s) for communicating.
Development of Language
Complex process
Extremely fascinating to observe
Infants preverbal output:
Limited to crying, which is usually a sign of discomfort from hunger, pain,
or having a soiled diaper
~ 2 months:
Children coo as well as cry
~ 3-6 months:
Children begin to babble
Development of Language (cont.)
Most often affects those whom have suffered from a specific brain
injury, such as a traumautic brain injury (TBI) or a cerebrovascular
accident (CVA)/stroke.
Speech Disorders:
Represent any deviation that is sufficient enough to interfere with everyday
communication
Typical speech:
Smooth flowing of words and sentences, that bring together our coherent
thoughts
Categories of Speech Disorders
Fluency Disorders
Speech flow
Cluttering
Stuttering
Only occurs in 1-5% of population
One of the lowest prevalence rates among all speech disorders
Delayed Speech
Speech Disorders
Articulation Disorders
Functional articulation disorders
Refers to problems not due to physiological problems, rather environmental
Voice Disorders
All voices differ in pitch and loudness
Qualities of speech are so different that they are noticeable
Youtube Video
https://www.youtube.com/watch?v=Po-WMo8vXRY
References
Hardman, M.L., Drew, C.J., & Egan, M.W. (2014). Human exceptionality:
School, community, and family (11th ed.). Belmont, CA: Wadsworth.
McLeod, S., & McKinnon, D. H. (2010). Support required for primary and
secondary students with communication disorders and/or other
learning needs. Child Language Teaching and Therapy, 26(2),
123-143.