Chapter 14 PPT

1. Teaching Students with Language
and Communication Disabilities
By S. Jay Kuder
CHAPTER 14

2. Chapter Goals
• 1. Discuss the rationale for language intervention.
• 2. Discuss what type of language instruction works
best in a variety of classroom settings.
• 3. Develop specific suggestions for enhancing
language and communication skills of students at
the preschool, elementary, and secondary levels.
• 4. Describe the skills needed for an effective
collaboration with other professionals.
• 5. Understand the decisions that need to be made
prior to language intervention.
• 6. Discuss the implications of research for making
decisions about language instruction.

3. Role of the Special Educator
• You are the Educational Specialist – and
building effective partnerships with general
educators and other specialists (speech,
reading and psychologists) is one of your
main tasks.
• Teaching Evidence-Based Practices to
your colleagues should be one of your
continuous goals.

4. Speech and Language Techniques
• VIDEO: Imitation
• VIDEO: RTI and Speech
• VIDEO: Early Childhood Language Skills

5. 4 Ways to Enhance the
Language-Learning Environment
• 1. Physical setting must promote talk.
• 2. Provide opportunities for children to
interact and use language as they learn
(engagement strategies).
• 3. Promote opportunities to use language
for a variety of different purposes and
audiences.
• 4. Respond to student talk which
encourages student talk.

6. Group Task: Enhancing communication
in specific classroom environments
• Preschool Classrooms: (pgs. 305-309)
• Elementary Classrooms: (pgs. 309-310)
• Secondary Classrooms: (310-314)
• With a partner, read the following pages of your
assigned topic. Brainstorm as many ways as
possible to “enhance communication” in your
classroom. Be prepared to share your answers
with the class.

7. Specific Instructional Strategies
• 1. Group decision making
• 2. Missing materials
• 3. Rewriting a story for different audiences
• 4. Classroom routines
• 5. Computers for socialization

8. Delivering Language
Instruction in the Classroom
• Collaboration: “a style for direct interaction
between at least two coequal parties
voluntarily engaged in shared decision
making as they work toward a common
goal.”
• Least Restrictive Environment!!!
– Quick Think: What does the “least restrictive
environment” mean?

9. Group Work: Advantages/Limitations of Speech-
Language Service-Delivery Models
• Pull-out
• In-Class Therapy
• Consultation
• Collaboration
• Team-teaching
Questions:
• 1. Brainstorm the advantages and limitations for each
service-delivery mode.
• 2. Create a graphic organizer to share with the class.
• 3. Share an example of how you have seen a specific
delivery model in action. What worked well? What was
an area of needed improvement?