In their case language skills almost 4 years behind their chronological ago. This makes it tough as these guys have begun to move into the intermediate grade.
This is a list of things that I have share with classroom teachers so that they can keep in mind as they plan and incorporate into your classroom in a meaningful way. Expressive language refers to the use of spoken language. A student with an expressive language disorder is unable to communicate thoughts, needs or wants at the same level or with the same complexity as his or her same-aged peers. Students with an expressive language disorder may understand most language but are unable to use this language in sentences.
Difficulties with the pronunciation of words may or may not be present. Expressive language disorders are a broad category and often overlap with other disabilities or conditions. Modeling When asked a question, a student with expressive language disorder may provide you with an incomplete sentence.
If you were to ask what they saw at the zoo, the student may respond with "tiger. Choices When you are asking students with expressive language disorder questions, instead of asking them to form their own sentences, give them choices. Following our zoo example, instead of asking "what did you see at the zoo? Visuals Place visuals around your classroom to help remind students of words that they could use. Students with expressive language disorder have difficulties remembering words, so seeing them posted may help.
Slow down This is for you and the student. When you are speaking, slow down and model good speech for the student. When the student is speaking, remind them to slow down and make sure that their sentences are complete. This should increase the students self monitoring skills. Time Let the student know if you are planning on calling on them.
This will give them time to think of a response. When the student is talking, allow them the time that they need. Accommodations Students with expressive language disorder may require different accommodations. If your student is more comfortable with writing their assignments, or with verbalizing the answers, you should allow them to do this.
Try things like word prediction software. Implications for Instruction Repeat back what the student has said, modelling the correct pronunciation, word form or sentence structure. It is unnecessary to ask the student to repeat the correct form after you; what is important is that the student hears the correct form.
Provide the student with choices of correct grammar, sentence structure or word choice to help them process the correct form or word to use. Use visuals to support expressive language skills. Pictures or written cues can be used to prompt the student to use a longer utterance or initiate a phrase within a specific situation or activity. Help students connect new words and information to pre-existing knowledge. Use visuals, symbols or photos to help students organize and communicate their thoughts.
Provide descriptive feedback for students when the message is not understood. This could include finding out about: Learn as much as you can about how expressive language affects learning and social and emotional well-being. Review any specialized assessments available, including the most recent speech-language report and the recommendations listed.
Social Unfortunately students with expressive language disorder may only experience social problems because of they cannot effectively communicate their ideas and feelings. Here are some strategies you can use as a to help students with expressive language disorder. Conversations Students with expressive language disorder may need to be reminded to participate appropriately in conversations. Things like greeting people, answering and asking questions, starting or maintaining a conversation are all things that you may work on with your student.
Skills There are certain communication skills that we may take for granted that a student with expressive language disorder may struggle with. Teaching these students to do things like read body language is important. Role playing can be used, or story telling. Implications for Social and Emotional Well-being Engage the student and parents in planning for transitions between grade levels, different schools and out of school.
The student may have difficulty with social and conversational skills. Teach the language to use in specific social communication situations, such as: Explicitly teach social communication skills, such as how to read body language and expressions.
Use direct instruction along with modelling, storytelling and role-play. Provide support in transitioning from one activity or place to another. Cues, routines and purposeful activity during transitions may be helpful so that the student clearly understands what to do. As a teacher who has had student graduate from Lakewood High School, I have to share their wonderful Lip Dub they created this year. Way to go Tigers!! There Roar will put a smile on your face. Have a great week.