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Special Education

Notes 3. Provide a good speech and language model.
4. To improve comprehension use short phrases, sentences and questions when speaking to pupils.
5. Use concrete experiences and role playing the meaning of words, sentences, and stories.
6. Provide visual clues such as pictures.
7. Give enough time to gather their thoughts before they speak out.
8. Give verbal directions, riddles, and display interesting picture and ask them to express or
describe.
9. Read stories aloud and ask questions on the story.
10. Repeat words in sentences, use analogies (A dog is to cat as a tree is to).
11. Have pupils tell how these are alike or different.

12.3 Teaching Techniques for Speech Impaired Children

Techniques frequently utilised in training language behaviours include modelling, imitation, correction
of errors, training self-correction, expansions, and extensions. These are used successfully by speech
therapist, teacher, and parents in facilitating language development. Modelling and imitation are
used in a significant number of language intervention procedure. Prompts are also used in modelling.
Extensions are also used by the teacher. He/she instead of only expanding omitted incorrect features.
How elaborates with addition to make the meaning more clear. Another modelling practice is self-
correction.
Two approaches have been used to present stimuli and tasks. These are operant behavior management
method and cognitive discovery model. (i) Operant training is structured and use repetitive
presentation of a single word, process of concept in a individual training is structure and use repetitive
presentation of a single word, process or concept in an individual training session. (ii) The cognitive
discovery approach emphasizes creating an opportunity to experience the concept or target word.
This is the natural way of learning by the non-language impaired child but language impaired children
do not learn by this way to the same degree of efficiency.
The regular teacher serves as a model for appropriate production, a source of feedback, and a facilitator
in the transfer generalisation process. He assists the language impaired child from the emotional
trauma and ridicule that often accompanies speech and language in the regular classroom. Teacher
should see that their (language impaired) self-concepts are not lowered.
Special School for Speech Impaired Children: Special school is effective if the teacher and speech
therapists are on full-time establishments. Most pupils attending the special schools for language
disabled children have achieved excellent results but with poor modelling.
Webster and McConnell (1987) advised teaching language in natural contexts than direct teaching of
language. The children are encouraged through shared reading to understand the structure of the
text, and then to develop the guesswork strategies using picture clues and story content to argument
any decoding strategies they may have such as initial letter recognition. Later they may be taught
that text can be used to analyses, argue, describe, expose, instruct and express. This will help them to
learn the text and plan their own communicative exchanges both written and verbal.

12.4 Prevention of Hearing Impairment

Hearing is an important sense for communication. A major part of all learning takes place through
hearing. Therefore, a reduction in a person's ability to hear can severely affect his/her life. Hearing
loss can be caused by several factors- some which occur even prior to birth, and some which cause
hearing loss to set in later. Hearing loss may even be hereditary. But in several cases, hearing loss can
be prevented. Here are a few guidelines on how you can protect your hearing:
(i) Do not use sharp objects to clean your ears: Using pins, pencils, needles and other pointed
objects to clean your ear can easily damage the wall of the ear canal, or even the ear drum. This
would lead to hearing loss. Wax generally comes out of the ear naturally. If there is any impacted/
hard wax or excessive wax secretion, get your ears cleaned by an ENT doctor.

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