According to Bravmann (2004), differential education is a method of instruction that concentrates on teaching children based on who they are and what they know. It is preparation that is made from the curriculum to respond to the characteristic needs of exceptional children.
When considering Speech and Language disorders, we know that efficient speech and language skills are important to a child’s success both in and out of the classroom. Within the classroom, language is the primary medium through which classroom learning takes place.
There are a wide variety of teaching procedures used in language. Generally, educational approaches may be grouped as grammatical (very structured and rely on direct teaching) or naturalistic (a more natural environment that focuses on functional and conversational skills)(Bennett & Weber, 2008).
Some students with speech and language disorders rely on Augmentative and Alternative Communication (AAC) (Ministry of Education, 2012). Individuals who rely on Augmentative (supplement speech) and Alternative (replace speech) use a variety of combinations of receptive and expressive language, cognition, and physical capabilities to communicate(Ministry of Education, 2012). By using a student’s Individual Education Plan (IEP) and other school board reports, the teacher can integrate purposeful communication strategies throughout the school day.
Since each individual with a communication disorder differs significantly in their learning styles, interest, and readiness to learn, it is very important to accommodate each student with instruction that will best suit their needs.
As per Winzer (2008), the teacher may use differential instruction in a number of ways:
1) Content of learning (what the students are going to learn)
2) Process of learning (types of activities and tasks)
3) Products of learning (ways in which the students demonstrate learning)
4) Affect/Environment (context and environment in which students learn)
According to Winzer (2008) and Bennett & Weber (2008) some strategies to use in the classroom for communication disorders include:
· Keep language simple.
· Provide visual support if necessary and encourage students to draw.
· Encourage students to use words not actions.
· Provide students with additional time to collect thoughts and ideas before they express themselves.
· Take the time to listen to the students, build trust, and understand their needs.
· Initiate discussions with parents to learn more about students' circumstances and needs.
· Imitation: Modeling. The teacher may say “show me,” or ‘”you say this now.”
· Expansion: A restatement of what the child has just said, with information added. The child may say “car go,” and the teacher expands on it to “yes the car goes.”
· Paraphrasing: Repeat a statement or question to elicit a reply. Responding, for example, to “want ball” with “you want the ball.”
· Praise: A statement describing a child’s prior verbal or non-verbal communication as correct, acceptable, or good. For example, “I like how you did that” or “That’s right!”
· Directives: Comprehension check. After giving a direction, have the child repeat it to show comprehension.
Learning to communicate and understand the communication of others is one of the biggest challenges young children face. It is little surprise that delays and disorders in speech and language are the most common and varied disabilities that teachers will encounter. Teachers, E.A.'s, and other supportive staff who use the proper tools and strategies, will give students with communication disorders a sense of accomplishment and promote confidence. This will translate into increased academic success.
Bennett,S., Dworet, D. & Weber, K. (2008). Special Education in Ontario Schools (6th ed.). St.
Davids, Canada: Highland Press, pp 218
Bravmann, S. (2004). Two, four six, eight, let’s all differentiate: differential education yesterday,
today, and tomorrow. Johns Hopkins University School of Education. Retrieved June 14, 2012
from http://education.jhu.edu/newhorizons/strategies/topics/Differentiated%20Instruction/differentiate/index.htmliate/index.html.
Ministry of Education. Caring and Safe Schools in Ontario, Retrieved May11, 2012, from
www.gov.on.ca/general/elemsec/speced/caring_safe_school.pdf.
Winzer, M. (2008). Children With Exceptionalities in Canadian Classrooms (8th ed.). Toronto,
Canada: Pearson Prentice Hall, pp 120-126.
language is such an important compotent of a child's learning process and if english is not their first language it can make learning more difficult. Good points and a great posting.
ReplyDeleteI think paraphrasing and correcting errors is a wonderful way to correct a problem without distroying the childs confidence. The best way to help a child is to make them feel good about themself.
ReplyDeleteI have a great story about a girl in my Sunday School class. with Down's Syndrome. She has some delays in language. On Christmas Eve,a few years back, her and her dad did a reading at the front of the church. I could tell she had practiced, though it did take her a bit extra time. Many remarked it being the most meaningful moment of the service. I know her language skills have improved not only when she talks to me or in class but also when she does a reading these days she takes less time.
ReplyDeleteI agree with Lynn. The best way to give a child with language problems is to make them feel good about themselves and to correct them with some errors they do have with certain words and speech while giving them positive feedback instead of negative. If you or someone is always getting corrected negatively about how you pronounce or say certain words,the student will not enjoy getting that feedback.
ReplyDeleteI any case whether mild or extreme, a positive attitude, enthusiasm and patience are so important for anyone trying to work with these children. It is also not a bad idea to think outside the box. Following proceedure and plans are all well and good, but sometimes we all need to be creative in situations and adapt our approaches to the individual. It isn't a behaviour that we are just dealing with, but a child who has difficulties with behaviour.
ReplyDeleteLast posting by Lee Ann
DeleteI once knew a child with a speech impediment who was included in the regular classroom. Unfortunately many of his peers teased him resulting in him being isolated. Later in life it affected him getting a job as many employers discrimated against his disability. Had he recieved the appropriate supports at his school perhaps he may have been able to overcome it. Now as an adult he struggles with alot of self confidence issues.
ReplyDelete