What Is The Least-Detected Disability?

Learning disabilities are a life long struggle but if caught at a young age and early intervention takes place. The stress on the child and family is greatly reduced. Learning disabilities spread to every part of a child’s life affecting them socially. Teachers must remain professional and refrain from calling students lazy as in Adams case. A good teacher or specialist can demystify a learning disability and help a child’s

A key factor to most of the maladaptive behavior performed by individuals is the inability to get a message across for their wants and needs through language. A few of my clients were non-speaking when I first met them. Their way of communicating was by whining or directing their caregiver to the item he or she needed. Consequently, many of the client’s goals were focused on increasing communicative language. I was fortunate enough to be able to attend speech therapy with one of my clients. Being present in these therapies, I was able to learn certain techniques to increase language, as well as techniques for phonetics, to be able to understand the existing language the client had. On days the client did not have speech therapy, I implemented the programs into the in-home therapies to increase the exposure, in hopes for better results. I also utilized the skills I learned on the other non-speaking clients I worked with but, modified their usage to adapt to the necessity of each

If parents, teachers, and other professionals discover a child's learning disability early and provide the right kind of help, it can give the child a chance to develop skills needed to lead a successful and productive life. The LD online website provides a long list of characteristics that might indicate a learning disability between the ages of Kindergarten and high school. Some common signs of a learning disability that as a teacher we can look for in the classroom would be, a student speaks later than most children, pronunciation problems, slow vocabulary growth, student is often unable to find the right word, difficulty rhyming words, trouble learning numbers, alphabet, colors, and shapes, extremely restless and easily distracted, trouble interacting with peers, difficulty following directions or routines, and lastly the fine motor skills are slow to develop. Once the teacher or parents can understand what type of learning disability a child has they can help them succeed academically by providing instruction better and understanding the person

Analyzed below are the two journal articles about special education assessments entitled, Predictors of Assessment Accommodations Use for Students Who are Deaf or Hard of Hearing from the Journal of Educational Research & Policy Studies (Cawthon & WurtzBest, 2010) and A Methodology for Assessing the Functions of Emerging Speech in Children with Developmental Disabilities from the Journal of Applied Behavioral Analysis (Parten, et al, 2005). The analysis revolves around the following areas: nature of research, summary, critique, personnel, future practice, and future research.

For most children there is no clear reason as to why there is a delay in the development of speech, language and communication skills. Therefore, an adult should never assume that the child’s speech, language and communication problems are due to hearing loss. It may be that the child is experiencing communicating difficulties that are unrelated to their hearing problems because the child may not have acquired the vocabulary necessary to express his thoughts and actions.

Speech, language and communication difficulties can have a profound and lasting effect on children’s lives and development. These can affect their ability to communicate and interact with others. The impact of these difficulties will vary depending on the severity of the problems, the support they receive, the demands of the child’s environment

Getting parents involved is essential to supporting the development of a child with hearing loss. Counselling parents on the type and degree of hearing loss their child has and the effects of hearing loss is important. It is important to not focus solely on what the child cannot hear but also what the child can hear. Parents will need a lot of support in the beginning and it is my job as an audiologist to provide information and my professional advice. The goal is to help parents make the choices that are right for them and create positive outcomes for the child. It is necessary for parents to understand the benefit of amplification or intervention services so that everyone involved is working towards a common goal. Parents should also be knowledgeable of the services available to them and be prepared to advocate for their child. The school system provides supports for children with hearing loss and parents need to know how to obtain the services for their child. The audiologist can act as a resource for parents at any point as the child develops there will be new challenges. There is a partnership between the parent and the audiologist based on trust and a mutual understanding to provide the best care for the

One of the biggest errors made in schooling today is placing a student who is an English Language Learner into special education because of errors made in interpreting language acquisition as a learning or language disability. There has been no single method that has proven to be fully effective when distinguishing between English language learning students and students with a learning disability. As a result, students can end up in classrooms or programs that are not suited for their needs and can hinder their educational achievement. It is important for teachers and schools to understand the process of acquiring a second language and to be able to recognize whether the student is really receiving an adequate opportunity to learn.

After practicing for over twenty years as a Speech Language Pathology Assistant, I have gained many skills and qualifications. I am a motivated self-starter, and licensed to practice in Idaho and Oregon. Working as an SLP-A has allowed me to be well versed in IDEA, and special education programs. My knowledge and proficiency have enabled me to perform therapy, follow directions, maintain daily notes, and assist with progress notes. I have been involved in various speech screenings in the schools. My experience is with a multitude of supervisors working with clients from pre-kindergarten to geriatric, both in group sessions and 1:1. In these sessions I have worked with to name a few articulation, fluency, expressive/receptive language,

In order for a student to be diagnosed for any disability, there is a process that involves many people that are important in the child’s life. The school must conduct tests that measure the child’s academic success in the classroom, as well as tests that measure IQ (Wechsler Intelligence Scale for Children), work samples, developmental history (usually get this information from the parents), physical exams (vision, hearing etc.), psychological tests, adaptive skills (BASC) and other areas as needed. Testing is usually done by professionals from various disciplines. In order to qualify for special education services under IDEA, the disability must impact the child’s ability to be academically successful (IDEA, 2004).

Informal resources and supports I would suggest would be to rely on the current family system that Anna has. Formal resources and support I would suggest would be school counselors, private practice therapy, a nutritionist, possible companies or agencies that offer hearing aid alternative or hearing aid design alternatives (Kress & Paylo,

Communication is a two way process which allows us to express our thoughts and feelings to others, while allowing us in turn to understand what others are trying to convey to us. Communication involves speech and language (verbal) as well as facial expression, gesture and body language (non-verbal). Communication is an essential life skill for children and young people and it underpins their social, emotional and educational development. (Bercow 2008)

The purpose of this proposed study is to explore the benefits of a tutoring program. The tutoring program will target struggling learners, identified based on the following data: Phonological Awareness Literacy Screening (PALS) assessment, Bi-Weekly testing, Benchmark testing, and Standards of Learning (SOL) assess-ments. The purpose of this proposed program is to minimize the amount of stu-dents that are referred to child-study. Bringing a student before the child-study team can lead to that particular student being found eligible for special education services. If a student is labeled under a disability of special education it often be-comes a part of their identity in a negative way. Increasing knowledge of the teach-ers, parents, students, and the community as well as decreasing the potential nega-tivity of labels is the goal of this program. Using survey method, a likert scale will be developed and implemented to ascertain findings to accept or reject the hypotheses. The findings and conclusions are to be determined.

The purpose of interventions in language includes altering or reducing a problem, refining the disorder through particular behaviors, or educate the individual with strategies to help compensate their deficits. It is imperative that the child is taught behaviors that are specific to their impairments because they are important for improving their communication. According to Paul and Norbury (2012), facilitation quickens learning or growth, without altering the final results of what the child could typically learn without the help of a speech-language pathologist (SLP). This assists children in being successful in targets of language versus if the child was to meet the

Augmentative and Alternative Communication (AAC) is supplementing or using in the absence of natural speech using writing with aids. These aids include picture symbols, line drawings or could be manual signs, gestures, and finger spelling. Additionally computer based instruction can be used to help education social skills. Another resource is video based instruction which the student watches the video of desired behaviors and the student reenacts the behavior. In addition there are interventions designed to help increase communication development. SCERTS is a intervention that helps with social communication, emotional regulation and transactional support. The goal of this intervention is to help with emotion management when communicating with peers. Social Scripts is a strategy that educates students on using variety of language in social interactions. Scripted prompts are used at first as an aid than the prompts are faded out. Social skills groups and social stories are other interventions that can be used to help with communication disorders. (Association,