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How can special and mainstream education teachers help these students achieve successful outcomes academically and in their interpersonal relationships? Which approaches provide the most beneficial learning experiences, and help build confidence and self-esteem? Teaching Students With Communication Disorders offers tools to help teachers identify communication disorders, distinguish speech from language impairments, reduce common communication problems, and eliminate negative stereotypes.

Providing a pre-test, post-test, key vocabulary terms, and additional resources to help teachers and speech therapists increase their understanding about communication disorders and effective intervention strategies, this valuable resource highlights: o Criteria for identifying speech and language disorders o Cognitive, academic, physical, behavioural, and communication characteristics of common communication disorders o Appropriate teaching and class management strategies o Trends and issues influencing instructional approaches and the delivery of speech and language services.

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Additional Product Features Dewey Edition. What Are Communication Disorders? Cognitive Academic Physical Behavioral Communication 3. What Have We Learned? Show More Show Less. Any Condition Any Condition. No ratings or reviews yet. Be the first to write a review. By adding structure to her meetings, our teacher found it easier to keep the meeting focused on the student's needs.

TEACHING STUDENTS WITH COMMUNICATION DISORDERS

Our first-year teacher also related several success stories pertaining to student academic progress. One concerned the sixth-grade student with severe reading difficulties who had been placed in a second-grade reading group. Our teacher tried several different reading interventions to increase this student's fluency and comprehension, and set high expectations for the student.

Over the course of the year, the student made significant gains in reading, so much so that by the end of the year several general education teachers commented on the student's improvement. The feedback from the general education teachers gave our teacher a sense of accomplishment and reinforced her belief in herself as an effective teacher.

Our interviewee reported that she felt accountable for the goals and objectives on the students' IEPs.

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Before designing or implementing new curricula, our interviewee reexamined students' IEPs to ensure that her curriculum matched the needs of the students in each group. In addition, our teacher reviewed IEPs every few weeks to remind herself of the students' goals and objectives. Formative assessment also played a major role in helping our teacher to shape the curriculum that she developed for her students. Our teacher used curriculum-based measurement CBM procedures to monitor students' performance in reading and written expression on a biweekly basis.

In written expression, the teacher collected 3-minute samples of writing and scored and graphed the number of words written correctly. In reading, the teacher had students read aloud for 1 minute from text and scored and graphed the number of words read correctly. The teacher also used portfolio assessment techniques. She kept a file folder for each student that included classwork related to each student's IEP goals. The teacher used the CBM and portfolio assessment data to monitor students' progress toward their IEP goals and to evaluate her instruction.

Our interviewee saw marked differences in accountability between the general and special educators in her school. She perceived that special educators felt accountable for what was written on the IEP, whereas general educators felt accountable for moving students through the district's curriculum.

Our interviewee believed that these differences in accountability affected the extent to which special and general educators felt responsible to individual students and parents. That is, formulating and monitoring progress toward IEP goals and objectives compelled special education teachers to focus on the achievements of individual students.

Similarly, cooperatively developing and evaluating IEPs with parents created a sense of responsibility to the parents. In contrast, general educators felt pressedoften to their dismay-to move through the curriculum, even when individual students were experiencing difficulties. In addition to differences in accountability, our first-year teacher perceived that there were differences in the assessment techniques used by general and special educators.


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In special education, assessments were formative in nature and were used to evaluate student progress toward the mastery of IEP goals and objectives. In general education, assessments were summative in nature and used for the purpose of assigning grades rather than instructional decision-making. Our interviewee speculated that the differences in accountability and assessment were most likely influenced by student numbers. With a limited number of students on their caseloads, special educators could focus on individual needs; however, the large number of students taught by general educators often precluded an intensive focus on students' individual needs.

In our teacher's opinion, general educators' drive to get through the curriculum and their sparse use of formative assessment techniques precluded more widespread inclusion practices. Our teacher believed that the effectiveness of inclusion was related to the strengths and weaknesses of individual students. Students who had positive attitudes and who were motivated to do their best benefited the most from inclusion, whereas students who had more severe academic and work completion difficulties benefited the least.

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Our teacher cited two major drawbacks to inclusion that she saw in her school. First, she observed that special education students frequently struggled in their general education classes due to their reading difficulties. These difficulties were especially evident for the sixth-grade students, who were required to read textbooks in their science and social studies Classes.

Because the textbooks often were too hard, the students had difficulty completing their classwork. Our second drawback to inclusion cited by our teachers was the low work expectations and low academic goals set for special education students in general education. Special education students were perceived as having considerable difficulty in academic areas, and thus were expected to do less work and were not held accountable for the work.

In addition, special education students frequently were placed in low-ability groups for reading and mathematics instruction, where low academic goals were set for them. Our teacher found the low work expectations and low academic goals to be troublesome. She believed her students-even more than the students with disabilities-needed ambitious though attainable academic goals. We queried our teacher as to her thoughts regarding reasons for the low academic goals and low work expectations set by the general education teachers. Our teacher believed that general education teachers wanted to include students with disabilities in their classrooms but did not know how to do so.


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That is, they did not know how to effectively integrate a student with disabilities into a classroom of 26 to 28 students without disabilities. Further, she thought that general educators worried about negatively affecting students' self-esteem. For example, she believed that general education teachers rarely called on students with developmental disabilities for fear that the students would not know the answer and would feel embarrassed.

Although our teacher sympathized with the teachers' reasoning, she observed that with time, the students with developmental disabilities became less and less engaged in their general education classroom at time so much so that they spent most of the class period resting. Our teacher concluded that it would have been more helpful for the general education teachers in her school to have the opportunity to learn more strategies and techniques for the inclusion of students with disabilities.

Our first-year teacher felt that she was well prepared for her first year of teaching in special education.

[PDF] Teaching Students With Communication Disorders: A Practical Guide for Every Teacher

She attributed her preparedness to multiple factors. First, our teacher had experience working with children in a school setting before going into special education. She was licensed as an elementary education teacher, had substitute taught for half a year and had worked part time as a learning resource teacher for 2 years prior to entering a special education teacher-training program. Second, our teacher completed a full-time special education licensure program that allowed her to take classes concurrently with her student teaching experience. Our teacher believed that the intensity of this program was helpful.

She could relate what she was learning in her classes directly to what she was doing in the field.


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    • In our interviewee's opinion, the quality of her teacher-training program also contributed to her preparedness as a first-year teacher. The feedback given to her by the university student teaching supervisor during her student teaching experience was positive and supportive.

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    In addition, she felt that most of her professors were "extremely dedicated" to the field of teaching and made her feel like a unique individual, not "just another student. An outstanding cooperating teacher and student teaching placement further strengthened the effectiveness of our first-year teacher's training program. The teachers at the school in which she student-taught made her feel like one of the staff and included her in meetings and in problem-solving sessions.

    The cooperating teacher gave her guidance in terms of teaching strategies and preparation of teaching activities, but allowed her leeway in adapting these to fit her own teaching style. Our teacher felt that the training program and her student-teaching experience had provided her with a good foundation in the area of due process.

    She had been given multiple examples of well-written IEPs and other due-process documents, and used these as models to complete her own paperwork when she started her job. Although our teacher felt generally well prepared for her first year, she described four areas in which her teacher- education program could have been improved. First, our interviewee felt that she was underprepared in the area of behavior management.

    Many of the classes in our teacher's training program had focused on identifying the reasons for students' acting-out behaviors rather than strategies to manage and prevent such behaviors. Our teacher would have liked to have learned more individual and group behavior management strategies. Second, our teacher would have liked to have learned more about analyzing the entire IEP rather than selected parts of it. She found that she often focused exclusively on the goals and objectives pages of the IEP at the expense of the rest of the document e. Third, our teacher felt that she could have benefited from instruction related to managing and coordinating paraprofessionals.

    Our interviewee had to learn through trial and error how to make use of the paraprofessional assigned to her classroom.

    Teaching Students With Sensory Disabilities : A Practical Guide for Every Teacher

    Although she thought that the use of a paraprofessional was somewhat contingent on personal teaching style and student needs, she felt that exposure to effective management strategies and models would have been helpful. Finally, our teacher would have liked to have learned multiple formative assessment techniques. Although she felt comfortable with the use of formative assessment techniques such as CBM, she would have liked to have learned additional techniques such as the use of informal reading inventories.

    Our interviewee had several recommendations for teachers entering the field.