Communication and Language Disorders
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About communication and language disorders
‘Communication’ is the exchange of both verbal and nonverbal information. It includes talking, as well as the understanding of words, visual information, body language, facial expressions, and gestures (e.g. pointing, waving hello, nodding your head to mean “yes”).
Some students may need support with communication. Each young person will have their own profile which may change over time. Some young people may have difficulty producing sounds and words (e.g. stuttering or mutism), and they may use visual forms of communication instead (e.g. gestures, picture cards, or Augmentative or Alternative Communication (AAC) systems or devices). Other students may find understanding visual communication challenging.
Some teens may need support with using and understanding spoken language. A student’s ability to understand spoken language may be different from their ability to use spoken language. For example, a student might be able talk and express themselves clearly, but they may find it harder to understand instructions, especially if they are long or complex.
Some students may require support with using verbal and nonverbal communication in social situations. For example, some students may have trouble with greetings (e.g. saying hello, shaking hands) or taking turns in conversations. Other students may not understand humour and jokes, or metaphors.
Strengths
What might be some strengths?
- Students can often participate successfully in learning when given extra time and clear and specific instructions.
- Some students may have good visual perceptual skills. They may be good at visual searches and recognition.
Where might you provide support?
- Some students with communication disorders may have difficulty understanding or talking about abstract information (e.g. a figure of speech, or facts about objects that cannot be seen or touched).
- Some young people with communication challenges may have trouble expressing how they feel. This can cause frustration and disruptive behaviours. They may have other behavioural challenges such as impulsivity and hyperactivity.
- Some students may be easily distracted and find it challenging to focus on activities.
- Students with communication disorders may have difficulties with interacting with other students and making friends.
Evidence-based strategies
Work collaboratively
Consider how you give instructions and communicate
Teach students learning strategies
Be patient
- Teach students how to create their own learning material. Learning how to take notes and create graphic organisers can help students understand and make connections between main points.
- Encourage verbal rehearsal. This can be through repeating information mentally or out aloud.
- Provide plenty of time for students to process information and respond. Try not to rush or interrupt a student when they are trying to speak or communicate. Instead, allow extra time for them to speak and respond. Provide calm and supportive communication to a student.
Best practice tips
Set clear rules and expectations
Consider using slower speech
Ensure that you have the student’s full attention before communicating
Remove distractions
Encourage full participation
Be aware of your body language
Encourage positive role-models
Facilitate the use of AAC systems
Teach social skills
Promote self-determination
- Unaided AAC systems (e.g., signing, vocalisation, facial expressions) and low-tech AAC systems (e.g., picture communication boards and books, visual schedules) can be beneficial in helping students express themselves. Make sure that the environment is arranged to facilitate student’s communication with these systems. For example, check that the AAC system is placed where students can see and access. Add key vocabulary to their AAC system specific to your curriculum (where appropriate). For example, vocabulary related a new topic could be introduced. You might also consider additional training on using the relevant AAC systems and collaboration with other professionals and families.
- Building the social skills of students can facilitate their communicative participation. For example, you might teach students to consider other people’s feelings, be kind, and share. Similarly, teaching students conversational skills, such as asking questions and sharing important information, can facilitate their social interaction with others.
- Promote self-determination. Empower and teach students to make simple choices, set goals, be independent, and develop problem-solving abilities. Use technology as needed. For example, technology can be used by students to indicate preference.
Curriculum considerations
Other considerations
Relevant resources
Visit our resources page for a range of resources that can help to create inclusive education environments for students with disabilities and developmental challenges. Some particularly relevant resources for students with communication disorders include: