Annotated Bibliography And Essay Example

Annotated Bibliography And Essay Example Annotated Bibliography And Essay â€" Essay Example > Current Approaches to the Successful Education of Children with Communication DisordersINTRODUCTION Communication impairments affect approximately 10% of childrenworldwide and have a very significant impact on education (seehttp: //www. cincinnatichildrens. org/health/info/speech/diagnose/communication tm). In recent years, researchers and educators have made great strides in determining the causes of communication impairment and effective interventions and educational approaches that may maximise communication skills. Among these approaches are inclusive classrooms that utilize novel educational tools to mainstream many students with communication disorders to enhance their educational and social development. Types and Causes of Communication Impairment Communication disorders encompass a broad spectrum of impairments that may affect speech, hearing and language (Lue, 2001). Mild forms of impairment include stuttering and difficulties with speech articulation and pronunciation. M ore severe communication disorders include aphasia, the inability to speak as well as severe auditory impairment and neurological disorders that affect verbal Communication (Chakrabarti Fombonne, 2001) Among the documented causes of communication disorders are (Learning Disabilities Association of America, 2006): Mental retardation, from Cri-du-chat, Gilles du Tourette and others; Brain injury, including cerebral palsy; Mental retardation; Structural abnormalities of the mouth or face; Hearing loss or impairment; Psychiatric or emotional disorders, including schizophrenia and autism; Developmental disorders; Ischaemic injury such as stroke; Dementia; Excessive alcohol; Emotional or behavioural disorders. Neurological disorders. In many individual cases, however, the cause of communication disorders cannot be precisely identified. “The factors that cause children not to speak are extremely varied. They cannot be reduced to psychological conflict. Nor should we be content to seek an explanation in the neurological side effects of trauma or cognitive failures. All these play some part, but the surest way to bypass a real understanding is to seize upon a single kind of explanation to the exclusion of all others” (Danon-Boileau, 2001, p . 2). Disorders of speech The acquisition of speech involves developmental processes that occur in the early years of life, and require the coordinated use of musculature of the mouth, jaw, neck, chest and abdomen (Lue, 2001). It is estimated that, by the age of 5 years, 5% of children have speech disorders, usually of unknown aetiology (Danon-Boileau, 2001, p. 32). The more common disorders of speech include (Lue, 2001). Dysfluency, characterized by uneven or interrupted flow of speech. Stuttering is the most severe dysfluency that generally occurs during the process of speech development between 2 and 6 years and frequently, but not always, disappears after this developmental stage. The most common dysfluency of childhood i s disarticulation, which involves a failure to pronounce certain sounds appropriately. Disarticulations are a normal part of speech development; however, when they persist beyond the age of 4 or 5 years, intervention may be required. Symptoms of dysfluency include (Lue, 2001): Speech deficit such as stuttering, word repetitions, mumbling; Frustration and/or embarrassment in speaking. Symptoms of articulation deficiencies may include (Lue, 2001): Unintelligible speech (age 3 years)Mispronunciation of consonants or vowels (age 4 years)Distortions and abnormal or absent word patternsVoice disorders involve abnormalities of the pitch, loudness or cadence of speech. This may make communication very difficult, and is often associated with hearing Impairments. Voice sounds are produced by the flow of air from the lungs to vibrate the vocal cords. Voice disorders result from abnormalities in this process, which may result from vocal cord dysfunction.