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Unit 6: Physically Challenged: Preventions, Teaching Strategies

Many measures can be taken to prevent speech or language impairments. Many preventive measures Notes
have a medical basis and are implemented prior to the birth of a baby. Far example, polio and rubella
can have devastating effects an an unborn baby; proper immunization protects adults and children
from these and other diseases. Proper prenatal care is important to the health of babies. Good nutrition
influences the strength and early development of very young children.
The link between poverty and disabilities is clear (CDF, 2004). Those who are poor are less likely to
have access to information and medical programs, which puts them at risk for diseases that result in
disabilities (Utley & Obiakor, 2001). The availability of proper medical care before and after birth is
crucial. Access to health care during childhood is important so that diseases in early childhood, such
as measles and otitis media, can be avoided or treated early. Better public education programs available
to the entire population inform people of the necessity of good prenatal care, nutrition, and medical
care. Innovative approaches to the dissemination of information about the importance of protecting
children from disease can make real differences in reducing the numbers of individuals who have
language problems because they did not receive immunizations or early treatment for illness. For
example, TV or radio advertisements may reach some families; different approaches might be more
effective when informing other families. Health fairs sponsored by churches, sororities, fraternities,
and other community organizations may prove to be more effective than traditional means in
communicating important information to the African American community (CDF, 2004).

A nutritional supplement of folic acid during pregnancy can reduce the risk of cleft
palates and lips by 25 to 50 percent (March, 1995).

6.6 Teaching Strategies for Speech and Language Disorders

Language: A student with a learning disability whereby he/she has difficulties with comprehension
and/or verbal/oral or written communication may have a language disorder. It may or may not be a
direct result of something neurological, physical or psychological in nature.
A student that exhibits articulation difficulties and or impairments that can be a direct result of
neurological, physical or psychological factors may have a speech disorder.
Speech: Both disorders can have significan impact on the child's ability to learn. Typically in most
jurisdictions, speech/language pathologists will do an assessment which helps to determine the extent
of the disorder. A speech and language pathologist will also and provide recommendations for for
the Individual Education Program (IEP) along with suggestions for support at home. Once again,
early intervention is crucial.
• Teachers will want to reduce un-necessary classroom noise as much as possible. This helps the
child focus without contending with the extraneous noises which assists understanding and
comprehension.
• Be sure to be near the student when giving vocal instructions and ask the student to repeat the
instructions and prompt when necessary. Provide verbal clues often.
• Provide a quiet spot for the student to work whenever possible.
• Speak slowly and deliberately.
• Provide visual cues - on the blackboard or chart paper.
• Focus the student frequently and provide step by step directions - repeating when necessary.
• Use gestures that support understanding.
• Avoid correcting speech difficulties - this will lead to a weaker self esteem, it's much more
important to model correct speech patterns.
• Touch base with the speech/language pathologist to ensure the correct accommodations are in
place.

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