Permission to use picture thanks to Inclusive Services, City of St. Johns: www.stjohns.ca
Communciation Exceptionalities
Ontario's DefinitionThis category encompasses a wide range of exceptionalities. The Ministry of Education for Ontario includes, autism, deaf and hard of hearing, speech impairments, language impairments, and learning disabilities in their communication exceptionality category.
(Special Education a Guide for Educators A18) For Autism see our Autism/Asd section |
Learning Disabilities
A learning disorder evident in both academic and social situations
that involves one or more of the processes necessary for the proper use of spoken language or the symbols of communication. 1) that is not a result of impairment of vision; hearing; physical disability; developmental disability; primary emotional disturbance; or cultural difference. 2) shows a gap between expected academic achievement and assessed intellectual ability which can include: receptivel anguage (listening, reading); language processing (thinking, conceptualizing, integrating); expressive language (talking, spelling, writing); or mathematical computations. 3) may be associated with one or more conditions diagnosed as: a perceptual handicap; a brain injury; minimal brain dysfunction; dyslexia; or developmental aphasia. |
The learning disabilities category is quite broad. Specific strategies depend on specific students and the uniqueness of their own personal learning path. The Universal Design for Learners framework inherently provides excellent strategies that in themselves promote the inclusion and engagement of all learners. A few of the key principles of UDL to keep in mind follow.
Universality and Flexibility
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Flexibility and Inclusion
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Appropriate Space
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Simplicity
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In a sense, Universal Design for Learning is a "curb cut" for the classroom. That is, UDL is an approach to designing educational environments and products so they can be used by the widest range of students without adaptation. This flexible design of curriculum anticipates the full range of diversity found in
classrooms and puts supports in place before they are needed. With flexible curriculum, all students can succeed. Ohio Center for Autism and Low Incidence |
Deaf and Hard of Hearing
An impairment characterized by deficits in language and speech
development because of a diminished or non-existent auditory response to sound. Because of their hearing loss, deaf and hard of hearing students tend to be visual learners. All students will benefit from printed or visual materials that support your classroom objectives.
Take time to clearly define your expectations of acceptable behavior in the classroom, including communication and equal access for all students. Get a feel for a student's communication needs and learn about their background to let them know that you are interested in making the class a successful experience. This will also show the hearing students in the class that everyone is an equal contributing member of the class. |
Communication Considerations
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Regularly monitor success and progress of students and ask for feed back regarding their understanding of areas or areas they may be concerned about.
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Speech Impairments
Include disorders in language formation associated with neurological, psychological, physical, or sensory factors; that involve perceptual motor aspects of transmitting oral messages. These may be characterized by impairments in articulation, rhythm, and stress.
Students with speech impairments greatly vary in abilities. In addition to communication difficulties, these children may struggle with reading, understanding and expressing language, and managing class activities. |
Many strategies exist for inclusion and teaching of speech impaired students.
Teaching Strategies for Inclusion
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Language Impairments
A learning disorder characterized by an impairment in comprehension and/or the use of verbal communication or the written or other symbol system of communication. These may be associated with neurologica, psychological, physical, or sensory factors. Two parts of the category are identified to include: a) one or more of the form, content, and function of language in communication. b) one or more of:language delay; dysfluency;voice and articulation development, which may or may not be organically or functionally based. |
Strategies for inclusion include:
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References
Websites:
http://www.edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2013.pdf
http://www.deaftec.org/classact
- Deaf and hard of hearing
http://www.brighthubeducation.com/special-ed-speech-disorders/113025-strategies-used-to-teach-students-with-speech-impairments/
http://www.brighthubeducation.com/special-ed-learning-disorders/122362-peer-teaching-for-students-with-language-impairments/
Documents:
Ontario Ministry of Education: Special Education: A Guide for Educators (2001)
Bursuck, W.D., Friend. Including Students with Special Needs. Pearson Education, 2009.
Ontario Ministry of Education, Special Education Companion: Deaf and Hard of Hearing, (2001) pp. 22-35
Ontario Ministry of Education: Learning for All, K – 12 (2013) – Universal Design for Learning
Websites:
http://www.edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2013.pdf
http://www.deaftec.org/classact
- Deaf and hard of hearing
http://www.brighthubeducation.com/special-ed-speech-disorders/113025-strategies-used-to-teach-students-with-speech-impairments/
http://www.brighthubeducation.com/special-ed-learning-disorders/122362-peer-teaching-for-students-with-language-impairments/
Documents:
Ontario Ministry of Education: Special Education: A Guide for Educators (2001)
Bursuck, W.D., Friend. Including Students with Special Needs. Pearson Education, 2009.
Ontario Ministry of Education, Special Education Companion: Deaf and Hard of Hearing, (2001) pp. 22-35
Ontario Ministry of Education: Learning for All, K – 12 (2013) – Universal Design for Learning