How Can Tie A Shoelace? Essay

Quick! Look at your shoes. If your shoes have laces, they might be tied wrong. In fact, about 50% of Americans tie their shoes the wrong way, that is, they use the wrong knot when tying their shoes. If your laces come undone, or your bows are twisted, or you double knot your shoes to prevent them from coming untied, then chances are, you tie your shoes the wrong way.

With exceptional children, often many of them have auditory processing problems which means that something is preventing them from hearing the information they are receiving. Phonological processing is having the ability to detect the different phonemes or speech sounds as stated by Chard, D.J. & Dickson, S.V. (2018). This is a problem that many of the children in the exceptional children’s department have which makes teaching reading all the more

Early intervention, at its core, is “services provided to infants and toddlers who are at risk for, or showing signs of developmental delays” (Coleman, 1993). The intervention is individualized for each child and family and their specific needs. Thus, when the service providers work with the families, they can “create optimal environments for language learning” (Moeller, et. al., 2013). Research shows that language of routines and joint attention are two successful evidence based practices families and interventionist can use with children who are d/Deaf and Hard of Hearing. Joint attention relates to “the eliciting and directing of another person’s attention to an object for mutual engagement with the object,” (Tasker, Nowakowski, & Schmidt, 2010) while language of routines emphases the idea that “when a child is familiar with routines, the interventionist can focus on scaffolding new and more complex learning” and language (Vygotsky as cited in Jennings, Hanline & Woods, 2012). By utilizing both methods of interventions in a child’s natural environment, their language will flourish.

Olivia has always seemed to be ahead in her language abilities, such as in vocabulary and in advanced thinking skills of creating sentences and understandings of what someone is asking. At three years old, Olivia scored above average in her skills of language comprehension and production. She could tell a detailed story about a picture, in which we thought we could continue to help her develop by reading aloud at home, talking about

According to the National Institute on Deafness and Other Communication Disorders, about two to three children out of every 1,000 are born with a detectable level of hearing impairment in the United States. Without hearing, children miss out on the acoustic correlates of the physical world, such as car horns and footsteps. Children are also limited in their exposure to patterned complexities in music and spoken word. These hard of hearing and deaf students grow and develop in unique ways compared to their hearing peers because of the stimulus they do not have. Researchers have focused on how communication methods for hard of hearing and deaf children affect their development in the physical, social-emotional, cognitive and communicative

During April of 2013 Elizabeth Walker and Karla McGregor wanted to determine if the three aspects of the word learning process is a complication for children with cochlear implants. Kids with CI’s may have smaller open-minded and demonstrative vocabularies than their peers who are hearing. There is also verification that children with cochlear implants show slower rates of vocabulary growth compared with hearing children. To achieve great academic success children need to have a strong vocabulary. Children who are

* Learning-Speech, language and communication skills support children’s learning development as they will be able to

| Listening to adults and other older children.Gurgling and attempts at sounds.Listening to songs and games increasing pattern awareness.

Theories of language learning can further be broken into theories for speech-sound errors and treatment for these disorders. One of these theories is sensory-perceptual theory with sound production training. This relates to errors due caused by a breakdown in sensory and motor systems of individual sound units (Peña-Brooks & Hedge, 2015). In contrast, the phonological theory suggests errors unrelated to motor skill but, instead, to misrepresentations of phonological rules (MacReynolds, 1987). While neither approach has proven to be most effective in the generalization of correct productions of speech sounds, this paper will be using the sensory-perceptual theory of language acquisition.

8. Repeat steps 6 and 7 until all hair is braided. Secure the end with a hair tie.

Students with speech and language impairment are often in general or regular classrooms. To help students with this type of disorders early intervention is way to address this communication problem. Children who are often classify, as high risk are those with chronic ear infection, genetic defects, alcohol syndrome, neurological defects or delayed language. Those who treat this disorders are called speech language pathologist and they could treat as young as 3. Around the age of two most children say around 50 or more words. At the age of there are very chatty and can begin to put sentences together. Also at three they begin to discover that different words having meaning. When the child is delay or one of the components of communication is disrupted the child is at risk for a language

In the article “Language acquisition for deaf children: Reducing the harms of zero tolerance to the use of alternative approaches” the authors talked about children need regularly and meaningfully accessible to human language. Children that have not acquired a language in the early years might never speak fluently in any language. This critical period is for children to develop their first language skills. Most children that are born deaf in the developed countries have cochlear devices implanted, but these devices do not offer accessible language to many deaf children. This device might cause the child to miss the critical period that is needed for children.

In this week’s Ted Talk, Patricia Kuhl helped us understand the importance of early development in language. She explained that babies are like little geniuses when it comes to acquiring language. However, there is a critical period for learning it since after the age of seven, the same ability starts to decline. To investigate more about how sounds are learned, Kuhl and colleagues use a technique in which a baby is trained to turn their heads after hearing different sounds, showing that they can discriminate any sound even from different languages.

When children experience early speech difficulties they tend to be at risk later on. By being susceptible to language skills early on allows the child (ren) to be more proficiency and react in a way that contributes to them being able to express themselves in a way that causes them to use a variety of different phonemes and at the same time mix and maneuver other language and literacy skills. Numerous studies have found that there is a strong link between language problems, reading and overall academic achievement (Konza, 2006, Snow Burns and Griffin, 1998, Justice and Ezell, 2000).

In America, English exists as the standard language. For that reason, it is understood that children will learn this as their primary language. However, according to the “National Institute on Deafness and Other Communication Disorders” website, “about two to three children per 1,000 are born deaf or hard of hearing”(Quick Statistics [NIDCD Health Information]) . Moreover, an article by Karen Kalivoda points out that “depending on the age of onset and the severity of the hearing loss, an individual's spoken language development may be radically affected”. Babies learn to speak by parroting the sounds around them; however, a deaf child does not hear these noises and, therefore, the child does not “develop their language” skills