 Students identified as having a hearing loss would be students that have “loss of hearing, whether permanent or fluctuating, that adversely affects a child’s education performance” (Heward et al., 2017, p. 293). The student’s hearing loss affects their academic achievement but not their intelligence and the reason why early intervention is key to student success.
According to Heward et al., 2017: Students who are deaf and hard of hearing continue to lag behind their general education peers in academic achievement (Qi & Mitchell, 2012; Shaver, Newman, Huang, Yu, & Knokey, 2011). Most children with hearing loss have difficulty with all areas of academic achievement, especially reading and math (Pagliaro & Kritzer, 2013). Studies of the academic achievement of students with hearing loss have routinely found them to lag far behind their hearing peers, and the gap in achievement between children with normal hearing and those with hearing loss usually widens as they get older (ASHA, 2015c). Academic performance must not be equated with intelligence. Deafness imposes no limitations on the cognitive capabilities of individuals, and some deaf students read very well and excel academically (Karchmer & Mitchell, 2011; Williams & Finnegan, 2003). The problems that deaf students often experience in education and adjustment are largely attributable to inadequate development of a first language as well as the mismatch between the demands of spoken and written English and the students’ ability to understand and communicate in English (p. 296). Student with a hearing loss do not have lower intelligence their academic set backs are caused by their disability. According to ASHA, American Speech-Language-Hearing Association, “the earlier hearing loss occurs in a child's life, the more serious the effects on the child's development. Similarly, the earlier the problem is identified and intervention begun, the less serious the ultimate impact” (ASHA, n.d.). ASHA listed these four major ways hearing loss affects children:
References: Effects of Hearing Loss on Development. (n.d.). Retrieved June 7, 2020, from https://www.asha.org/public/hearing/Effects-of-Hearing-Loss-on-Development/ Heward, W., Alber-Morgan, S., & Konrad, M. (2017). Exceptional Children: An Introduction to Special Education (11th ed.). Boston: Pearson. finehearing, P. by. (2018, November 21). Fine Hearing Care. Retrieved June 7, 2020, from https://www.finehearingcare.com/2018/11/21/hearing-loss-effects-more-than-just-the-elderly/
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 After watching Christina Zapata’s video on Articulation Vs. Phonological Disorders it became clear that the difference between articulation and phonological disorders comes down to the basics of phonetic versus phonemic. Articulation disorders occur when a student is having phonetic difficulties and phonological disorders are when they are having phonemic difficulties. These disorders are two separate disorders and understanding which one is taking place is crucial in providing the right service. So with some help here is the definitions of phonetic and phonemic. Dr. Caroline Bowen defined phonetic development as the development of the ability to articulate individual speech sounds or ‘phones’. The phonetic level takes care of the motor (articulatory) act of producing the vowels and consonants so that we have a repertoire all the sounds we need in order to speak our language(s). In Heward et al. (2017) phonemic awareness is defined as the ability to hear and manipulate the sounds of spoken language; critical prerequisite for learning to read. A child with phonemic awareness can orally blend sounds to make a word; isolate beginning, middle, and ending sounds in words; segment words into component sounds; and manipulate sounds within words. (p. G-9) Articulation Disorder: Articulation is more of a motor based disorder. According to Amy from Amy Speech Language Therapy, “the phonetic level is the motor act of producing the vowels and consonants (the sounds), so that we have an inventory all the sounds we need in order to speak our language(s)” (Amy, 2020). Christina Zapata explained that articulation can be classified into four areas, substitution, omission, distortions, and additions or acronym SODA. According to Heward et al., (2017):
Phonological Disorders: "A child with a phonological disorder has the ability to produce a given sound but does so inconsistently; she produces the same sound correctly in some instances and incorrectly in others" (Heward et al., 2017, p. 268). According to Dr. Houghton there are many phonological process disorders but two that are common. She stated the two that are common are velar fronting and backing. Dr Bowen defined velar fronting "as a phonological process (phonological pattern) in which a velar consonant /k/, /ɡ/ or /ŋ/ is replaced by an alveolar consonant. So ‘colour’ sounds like ‘tulla’, ‘guy’ sounds like ‘dye’ and ‘wing’ sounds like ‘win’" (Bowen, 2011). Dr. Bowen defined backing as: something that occurs when /k/, /g/ and ‘ng’ replace /t/, /d/ and /n/ respectively. ‘Tell Teddy to shut Tim’s door’ sounds like ‘Kell Keggy koo shuck Kim’s gore’, and ‘Put the red pen in the bin’ sounds like ‘Pook the reg peng in the bing’. Backing can affect any of the obstruents shown on the place-voice-manner chart below (e.g., chew = coo or goo, ship = kip or gip). Backing is not seen in typical development in English, and is not a ‘natural’ or developmental process. Any child who is backing should be referred to a speech-language pathologist for assessment. Bowen, 2011 As you can see, there are important differences between articulation and phonological disorders. To best help the student, the professional would need to know if it is a phonetic issue, which is an articulation, or phonemic issue, which is phonological. When the correct disorder is identified, the specific services to work on that disorder can be implemented, leading to a better success rate. References: Articulation vs Phonological. (n.d.). Retrieved June 7, 2020, from https://www.amyspeechlanguagetherapy.com/articulation-vs-phonological.html Zapata, Christina, M.S. CCC-SLP [Speech Therapy Education]. (2019 February 9). Articulation Vs. Phonological Disorders [video]. YouTube. https://youtu.be/G-chx6_NCp0 Bowen, C. (n.d.). Citing this Glossary. Retrieved June 7, 2020, from https://www.speech-language-therapy.com/index.php?option=com_content&view=article&id=14:glossary&catid=9:resources&Itemid=118 Heward, W., Alber-Morgan, S., & Konrad, M. (2017). Exceptional Children: An Introduction to Special Education (11th ed.). Boston: Pearson.  Students diagnosed with Autism Spectrum Disorder have characteristics that may help with the behavior trap being an effective way of working on skills or behaviors. The behavior trap focuses on “bait” or special area of interest to engage the student in the lesson, either academic or behavioral. Students with ASD obsess over a specific thing or content (Heward et al., 2017, p. 229). The obsession can be a range of things or content such as animals, the planets, toys, pencils, and anything that exists. This one obsession can be used as the “bait” with the behavior trap to work on every aspect of the student's life from learning how to write to learning social skills. The behavior trap has “four essential features” (Heward et al., 2017, p. G-2): First: Find the bait or special area of interest. “They are “baited” with virtually irresistible reinforcers that “lure” the student to the trap” (Heward et al., 2017, G-2). The student had created his own superhero named Green Langry based off the DC Comics Lanterns. He had his sister draw the character and stated one day he would be Green Lantern. The “bait” would be the character Green Langry. Though there weren’t any books for Green Langry the DC Comics linked to the character could be incorporated. The student was struggling with writing, and the teacher felt the character could help motivate him to write about him and increase his writing skills. Second: To enter the trap, one must choose something that would need a low-effort response and is already skills or behaviors the student has or uses (Heward et al., 2017, G-2). The teacher asked the student if he would like to write a story about his character Green Langry. The student was very excited and could not wait to get started. The Teacher first started with speech to text with typing the information for the student in a word document. She then had him use speech to text technology. He would speak into a headset and it would type as he spoke. She then had him writing with pencil and paper. She worked on parts of speech, developing a draft, spelling, punctuation, and capitalization. Third: Once inside the trap, the student is motivated by things that connect and are dependent on reinforcement to get, extend, and keep the “targeted academic and/or social skills” (Heward et al., 2017, G-2). The teacher continued using Green Langy to help the student develop social skills. Once he completed his story he got to read it in front of his peers. They had drawing competitions to see who could draw the best rainbow. The students started playing as super heroes during recess. Fourth: “They can remain effective for a long time because students show few, if any, satiation effects” or become tired of the special area of interest (Heward et al., 2017, G-2). The teacher continued to use the student area of interest which was Green Langry the entire school year. He was able to use his interest in all areas of his learning including in the cafeteria setting and specials classrooms. The teacher made a reminder card for him to be able to sit in the cafeteria. He did not like the smells and noises in the cafeteria but with his reminder card of Green Langry he was reminded he was strong and safe and no longer ran out of the cafeteria but instead sat and waited for his peers to finish their meals. It was used as an encouragement to complete art task he was not interested in by relating the art to Green Langry. He started doing all physical education activities because he wanted to be strong like Green Langry. He had no issues completing computer task because the teacher gave him earned computer time at the end of class to research DC Comics Lanterns. He did not become bored of this “bait” it continued to grow throughout the school year and the teacher continued to learn different ways to incorporate into the students learning to increase his academic and social skills. References: Heward, W., Alber-Morgan, S., & Konrad, M. (2017). Exceptional Children: An Introduction to Special Education (11th ed.). Boston: Pearson.  |
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