Diversity and Disability
What is the social model of disability?
It pertains to the disabling effect of society, rather than the functioning of people's minds, bodies, and senses.
Person first vs. Identity first language
syntax
rules that govern the way words combine to form phrases, clauses, and sentences; the order or arrangement of words in a sentence
phonological development vs. phonological awareness
Phonological development: children develop their phonology (i.e., the sound system of their language, being able to pronounce and organize sounds)
Phonological awareness: Consists of the ability to notice and manipulate the sounds of a language, separately from the meaning of the word
What is Scarborough’s Reading Rope?
Language Comprehension x Word Recognition = Skilled Reading
You need both.
LC (increasingly strategic)= background knowledge, vocab, lang structure, verbal reasoning, literacy knowledge
WR (increasingly automatic)= phonological awareness, decoding, sight recognition
Morphosyntax disorders features (common in DLD)
lower MLU than peers, omission of bound morphemes (esp. inflectional), difficulty understanding and using complex syntax
Which langs/dialects are not supported by institutions (schools)?
Non-standard, not mainstream
morphology and morpheme
morphology- the formation of words and parts of word
morpheme- minimal distinctive unit of a word that determines meaning
communication difference vs. communication disorder
Communication difference- some children may not communicate exactly like their peers but communicate like their family/community does
Communication disorder- some children may not communicate exactly like their peers and also do not communicate like their family/community does
how intelligible are TD children by the end of preschool?
100%
Pragmatic language disorder features (common in Autism and ADHD)
does not respond to communicative bids from peers, frequent deviations from topic of convo, difficulty maintaining conversations, few or no peer relationships
What is DLD?
Developmental Language Disorder
It is a diagnosis given when a child or adult has difficulties talking and/or understanding language.
2/30 students in every classroom has it.
Phonology and phoneme
phonology- sound system of a language
Phoneme- smallest units of sound that create a difference in meaning
What is AAC?
AAC (Augmentative and Alternative Communication) is used when an individual’s verbal communication is not sufficient to meet their communication needs
May be due to deficits/differences in any combination of the following skills:
Cognition
Language
motor speech
how does preschool child's MLU grow in preschool (numbers)?
how many words in their expressive vocabulary?
less than 2.0-more than 5.0
2000+ words in expressive vocab
articulation disorder vs. phonological disorder
artic- speech is characterized by 1-2 sounds in error (e.g., a child who can say all sounds except /r/)
phonological- consistent phonological processes
What is variety?
neutral way of describing someone's dialect/language without saying dialect or language
semantics
The meaning of words, sentences, stories, and conversations in a language
What determines the type chosen?
Motor abilities.
ABC- Access before communication
how much does school-aged vocab grow (numbers)?
difference between tier 1, 11, and 111?
2,000 at age 5 to 50,000 at age 12
Tier 1- really basic, everyday use
Tier 2- high frequency, mature language (we focus on this)
Tier 3- really content specific
Fluency disorders is an interruption in the ___ of speaking
two types:
flow
stuttering and cluttering
what is Cummin's iceberg theory?
A dual language learner might look completely fluent in one situation (ex: recess) than another (book reading)
Basic interpersonal communication skills vs. cognitive academic language proficiency
pragmatics
the use of language in a social context
disfluencies vs. dysfluencies
Disfluencies (things that most speakers do in their speech)
interjections (e.g., “I forgot to uh send you um my lesson plans.”)
phrase repetitions (e.g., “I want I want it to be Friday.”)
revisions (e.g., “I think—I know it’s important to do my homework.”)
Dysfluencies
sound or syllable repetitions (e.g., “li-li-like this”)
blocks (e.g., “I don’t know what to have for (tense pause) –lunch.”)
sound prolongations (e.g., “I wwwwwwwwwant that.”)
what's the hidden curriculum?
Unspoken rules about how to behave and communicate in the classroom...
Initiation of topic by teacher
Response by student
Evaluation by teacher
which kind of voice disorder is common in educators and coaches?
one symptom they might show
functional
strained quality, or a little roughness perhaps?