Page 48 - DEDU506_SPECIAL_EDUCATION_ENGLISH

Special Education

Notes • Do not hesitate to communicate with the student in writing when conveying important
information such as assignments, scheduling and deadlines
• Whenever possible, try not to speak when the person is writing.
• Do not shout!!
• Be amenable to wearing a microphone transmitter for use with an assisted listening device if
asked
• If there is a break in the class, be sure to get the hard-of-hearing student's attention before
resuming the lecture
• Be flexible: allow a Deaf student to work with audio-visual material independently and for a
longer period of time
• Allow the student the same anonymity as other students (i.e. avoid pointing out the student or
their accommodations to the rest of the class
Self Assessment
2. State whether the following statements are 'True' or 'False':
(i) We should never use a hairpin or other sharp object in ear to try to remove earwax or to
scratch ear.
(ii) Students with hearing impairment should sit in last raw of classroom.
(iii) Teacher should use visual aids to reinforce spoken presentations whenever possible.
(iv) Teacher should not allow the deaf student to work with audio visual material independently
and for a longer period of time.
(v) Teacher should force on speech disable child to hard and difficult words.

6.5 Prevention of Speech and Language Impairment

The World Health Organisation defined medical prevention in 3 stages. (a) Primary Prevention; (b)
Secondary Prevention; (c) Tertiary Prevention.
(a) Primary Prevention: relates to all activities aimed at "reducing the incidence of a disease within
a population and therefore reducing, whenever possible, the risks of new cases". Applied to
speech and language this means mainly information and health education, as well as training
of all those professionals dealing with a specific population.
(b) Secondary Prevention: relates to all activities aimed at "reducing the prevalence of disease
and therefore reducing the time of evolution". Applied to Speech and Language, this means
mainly screening and early detection of delays or disorders. Early detection and treatment
may lead to the elimination of the disorder or to the reduction of the disorder's progress.
(c) Tertiary Prevention: aims at "reducing the prevalence of chronic disabilities or recurrence of a
disease, thus reducing the functional modalities due to the disease". In Speech and Language
disabilities it relates to management of the problem including various techniques of rehabilitation
and intervention aiming at preventing further problems arising as a result of a disorder.
Speech and language therapists/ logopedists have, in their history, most commonly provided tertiary
prevention. In recent years practice of primary and secondary prevention has become an increasing
part of the work of the profession, as has multidisciplinary teamworking. Examples of what this
practice can be are given here.

A necessary step to optimise prevention is to include strategies of prevention in all initial
SLT's/logopedists' education programmes and to give legal competence in it to these
professionals as it already is in many European countries.

42 LOVELY PROFESSIONAL UNIVERSITY