Speech and Language: Issues Related to Inclusion
The benefits of an inclusive environment are many. For example, both exceptional and normal developing children are less likely to stigmatize. They also have great opportunities to profit through relationships with age appropriate peers. There are also many challenges associated with an inclusive classroom. For instance, inclusion challenges the classroom teacher to find appropriate teaching techniques for the child/children with exceptionalities. This teacher may have little or no special education training, but are still expected to teach the child who may have very different learning needs than the majority of the other students.
In particular, students with speech and language disorders require structured and systematic intervention. Many school boards either employ or retain the services of speech and language specialists. A special education teacher or educational assistant, under the direction of these specialists, may be used to work with the students. By understanding the student’s communication reasons and methods, the teacher can incorporate purposeful communication throughout the school day.
There are various classroom strategies that teachers may use to aid students with Speech and Language disorders. Some examples include:
For Listening:
Ø Allow students to ask for clarification and be willing to repeat instructions
Ø Avoid long periods of instruction where listening only is required
Ø Gain attention before speaking (eye contact, tap on the shoulder)
Ø Be aware of delivery style – decrease rate of speech – use repetition, simple explanations and short sentences
Ø Use many types of expression other than oral i.e. Use visual supports
Ø Check for comprehension by asking the student to repeat what has been said
Ø Paraphrase your own ideas after speaking to ensure comprehension
Ø Be conscious of noise levels and where possible, improve classroom acoustics
Ø Offer preferential seating, away from pencil sharpeners, open windows, doorways
For Speech:
Ø Restate a student’s phrases in a more grammatically correct way
Ø Structure the physical environment to increase opportunities for interaction
Ø Be sensitive to the student’s current level of language
Ø Provide opportunities for interactive games and activities
Ø Create situations that promote the use of oral language
Ø Avoid placing undo pressure on a student to use language
Ø Introduce new words in a variety of contexts and use repetition
Ø Be careful of overcorrecting the student’s language, doing so may discourage the student from speaking
Ø Encourage discussion about things that the student is interested in
Through the use of appropriate strategies, inclusion for the students with speech and language disorders can be a positive and successful experience.
Bennett, S., Dworet, D. & Weber, K. (2008). Special Education in Ontario Schools (6th ed.). St.
Davids, Canada: Highland Press, pp. 218-219.
Winzer, M. (2008). Children With Exceptionalities in Canadian Classrooms (8th ed.). Toronto,
Canada: Pearson Prentice Hall, pp. 120-127.
Although many are for inclusion, my personal opinion is that inclusion is putting more stress on the classroom teacher. Some professionals argue that inclusion creates normalcy and imitates everyday life outside of the classroom. I believe that teaching students to treat children with exceptionalities with respect and dignity is just as effective. Teaching students good morals and values is the first step in creating an equal environment, not placing them in the classroom where they can become overwhelmed and may be cause of distractions.
ReplyDeleteIn most cases I agree with inclusion however in some instances I disagree particularly in the instances where they are not able to get either the help or the attention they require to be successful. That being said I don't think that a particularly disruptive child should be allowed in the class when it affects the entire class not making it possible for the mass to learn effectively. As far as teacher training is concerned I feel that we should take a proactive approach instead of a reactive one. Why not offer training to all teachers in regards to exceptionalities before they have to experience them in the classroom that way they will be well prepared for them when they occur.
ReplyDeleteI've been wondering how one deals with inclusion and noise as a whole. Many of these issues are easier if there is less overall noise in the environment, but in the earlier grades noise is just normal.
ReplyDeleteInclusion is a very hard topic to determine. A child with speech issues often show improvements interacting with peers. At the same time this child is at risk of being teased by their peers if the issue persists. As Drew mentions smaller class size may be a benefit to the child, as there would be less distraction, less noise making it easier to focus on speech and language around them. I do believe if a child is to disruptive, they need to be relocated. It is not fair to the rest of the class if a lot of learning time is interfered with as a result of this one child.
ReplyDeleteinclusion in the classroom is of pivotal importance. I believe a child or student should be included with the the aid of an E.A and/or personal support worker.
ReplyDeleteSpecial Ed. can be arcane and make the student feel 'stupid' which can affect them in all aspects of their life and future.
I feel that inclusion is a good idea for some students, but not for everyone. Students with more severe problems may only become more frustrated and isolated if placed in a classroom where they can't keep up. The student must overcome the language barrier before they can proceed with academic development.
ReplyDeleteI agree with what Felesha is saying - that each decision re: inclusion needs to be made on an individualized basis. It could be detrimental to a child placed in a regular classroom if that child is not understanding what is going on. Perhaps that same child could continue with the same class for gym or another subject, while getting language support elsewhere; perhaps then in the future that child would be more able and feel more comfortable joining the regular classroom on a more permanent basis. I do think, though, that there are a lot of variables and that each decision regarding inclusion needs to be looked at individually in order to best serve the needs of the child.
ReplyDeleteI agree with Felesha and Andrea. Inclusion is a good ideal when the student needs it. Why keep the student in a situation that only frustrates them and learning stops.The needs of the student has to come first.
ReplyDeleteIt definitely needs to be on a case by case basis, when it is beneficial for all involved; the exceptional child and his/her peers, but no one should be escluded unless absolutely necessary.
ReplyDeleteFrom what i have observed in schools have attended and the one i volunteer in, inclusion has worked. I say this because of the amount of support that the instructors have from their EAs.
ReplyDeleteI believe that inclusion can work as long as the school boards take the time and money to to put in the right amount of support staff in their schools.