Page 93 - DEDU506_SPECIAL_EDUCATION_ENGLISH

Unit 12: Speech and Hearing Impaired: Preventions and Teaching Strategies

(ii) Check for nasal, mouth and palate abnormalities: Speech impairment can also result from Notes
improper muscular development in the regions of the tongue, mouth and palate. By checking
whether these muscles are in proper condition can also ensure in prevention of the speech
disorder.
(iii) Keep away from loud noises and music: The muscles and ligaments of an infant are really
tender and sensitive. One has to prevent the damage that loud noises or sounds can cause on
the ears of the infant. These loud noises can also cause deafening and hearing impairment in
children.
(iv) Consult a speech therapist or a paediatrician if the child is facing difficulty in speech: In
case the child is facing any difficulty during a speech it is better to consult with a speech
therapist or a paediatrician as soon as possible. The earlier the treatment the better are the
chances for correcting the disorders in speech.

It is very important for parents to check that their children are not getting into any
situations related to verbal or mental abuse.

Self Assessment
1. Fill in the blanks:
(i) The loud noise can cause ............. and .................. impairment in children.
(ii) If the child is facing any difficulty during a speech it is better to consult with a ................ .
(iii) Most of the problems related to speech originate due to improper ........... in children.
(iv) ............. can also result from improper muscular development in the regions of the tongue,
mouth and palate.
(v) Speech impaired children can be very .........................., even a loud shout can send them into
a state of shock.

12.2 Classroom Management for Speech Impaired Children

Whatever approach is used, the classroom teacher can use certain tips as follows:
1. Maintain a relaxed rather than authoritarian classroom atmosphere.
2. React objectively and unemotionally to the stuttering.
3. Emphasized a good listening attitude among the class members.
4. Allow the student to complete his or her speech attempts without interruption.
5. Provide opportunities that will serve to build up the stuttering child's self-esteem.
6. Watch for situation in which the stutterer is more likely to be fluent and provide opportunity
for those situations.
7. Avoid placing the stutterer in situation requiring rapid oral responses such as oral drills.
8. Avoid allowing the child to build expectancy fears of oral recitations are used. Do not processed
down rows of children or in alphabetical order. Instead, call randomly on children for responses.
9. In calling on students for oral responses, try to select questions for which stuttering child has
the answer.
10. If the child has just expanded a speech interruption, direct the child's attention to something
else other than speech, to reduce development of sound, word or situation linkage to stuttering.
More specifically the regular classroom teacher has to discharge certain responsibilities. He has to:
1. Refer the pupil to speech therapist.
2. Integrate speech and language activities throughout the school day with whatever subject is
being taught.

LOVELY PROFESSIONAL UNIVERSITY 87