Teaching Learners with Difficulty in Communication OCTAVIO P. CABIO, JR. School Head Department of Education 1 OBJECTIVES 1. Identify the different difficulties in communication and differentiate each type from the others . 2. Apply appropriate accommodations ,strategies and interventions in teaching learners with difficulty in communication. 3. Express acceptance of learners with difficulty in communication through Role Playing Department of Education Session Guide Ice Breaker: The Communication Challenge “Think about a time when you found it difficult to communicate—maybe you were in a place where you didn’t speak the language, or you were trying to explain something complicated and felt misunderstood. Take a minute to recall how that felt. Now, turn to the person next to you and briefly share your experience and how you overcame that challenge, or how you wished others had helped you.” Department of Education Session Guide A. Preliminary Activity : TYPES OF COMMUNICATION DIFFICULTIES 1. SPEECH DISORDERS: Difficulties with articulation, fluency (stuttering), or voice. Department of Education Session Guide TYPES OF COMMUNICATION DIFFICULTIES 2. LANGUAGE DISORDER: Issues with understanding (receptive) or expressing (expressive) language. Department of Education Session Guide TYPES OF COMMUNICATION DIFFICULTIES 3. SOCIAL COMMUNICATION DISORDERS: Difficulty using language appropriately in social contexts. Department of Education Session Guide TYPES OF COMMUNICATION DIFFICULTIES 4. PHYSICAL/TECHNOLOGICAL BARRIERS: Nonverbal, use of augmentative devices Department of Education Session Guide DIFFERENTIATION: SPEECH VS LANGUAGE: Speech is about sounds/fluency; language is about meaning/structures. RECEPTIVE VS EXPRESSIVE: Receptive is understanding; expressive is producing language Department of Education Session Guide GROUP ACTIVITY 1: SORTING EXERCISES Instruction: 1. Divide the participants into small groups (3-5 members per group) . 2. Distribute a set of scenario cards to each group. Each card describes a different student with a communication challenge. 3. Group sort the cards into the correct categories using the sorting sheets or by placing cards in labeled areas. 4. After sorting, each group selects one or two scenarios to share with the whole group, explaining the category chosen. Department of Education Session Guide SCENARIOS: Card 1: Ben often repeats the first sound of a word several times before finishing it. He gets frustrated and sometimes gives up trying to speak in class. Card 2: Sara can speak in full sentences but has trouble understanding instructions unless they are repeated or shown visually. Card 3: Tom uses a communication device to answer questions. He cannot speak due to a physical disability but is able to express his ideas using the device. Department of Education Session Guide SCENARIOS: Card 4: Lila talks a lot but often goes off-topic and doesn’t notice when others are confused or want to speak. She struggles to take turns in conversation. Card 5: Alex’s speech is difficult to understand because he mispronounces many sounds, especially “r” and “s.” Card 6: Maria has trouble finding the right words when speaking. Her sentences are short and sometimes missing key words. Department of Education Session Guide QUESTIONS: 1. What clues helped you decide which category each scenario belonged to? 2. Were there any scenarios that were difficult to categorize? Why? 3. How might understanding these differences impact your teaching strategies? Department of Education Session Guide ACCOMODATIONS, STRATEGIES AND INTERVENTIONS BEST PRACTICE STRATEGIES: • Set clear rules and expectations. • Use slower, clear speech. • Gain full attention before communicating. • Be patient and allow extra response time. • Remove distractions from the environment. • Encourage participation and positive peer models. • Use visual aids, structured routines, and prompts. • Employ assistive technology as needed. Department of Education Session Guide CLASSROOM SCENARIOS AND POSSIBLE SOLUTIONS: Sample Scenario: During a science lesson, Sam, who has a language disorder, looks confused and does not follow instructions. He becomes frustrated and withdraws from the group activity. Department of Education Session Guide QUESTIONS: What type of communication difficulty is Sam experiencing? 2. What accommodations or strategies could support Sam? 1. Department of Education Session Guide POSSIBLE SOLUTIONS: Break instructions into smaller steps and use visual aids. 2. Check for understanding by asking Sam to repeat instructions in his own words. 3. Pair Sam with a supportive peer for group work. 4. Allow Sam extra time to process and respond 1. Department of Education Session Guide GROUP ACTIVITY 2: STRATEGY BRAINSTORM INSTRUCTIONS: 1. Divide participants into small groups (3–5 members each). 2. Distribute one scenario card to each group. Each card describes a student with a specific communication difficulty. 3. Read the scenario together. Brainstorm and list as many appropriate accommodations, strategies, and interventions as possible that could help the student succeed. 4. Prepare to share your group’s ideas with the whole group. Department of Education Session Guide SCENARIO AND POSSIBLE ACCOMODATIONS,STRATEGIES AND INTERVENTIONS Scenario 1: Receptive Language Disorder Jenna often looks confused when instructions are given. She rarely starts tasks without prompting and frequently asks classmates what to do. Department of Education Session Guide POSSIBLE SOLUTIONS: 1. Break instructions into smaller, simpler steps. 2. Use visual aids (pictures, diagrams, written checklists). 3. Repeat and rephrase instructions as needed. 4. Check for understanding by having Jenna repeat instructions back. 5. Provide written instructions alongside verbal ones. 6. Use gestures and nonverbal cues to support understanding. Department of Education Session Guide SCENARIO AND POSSIBLE ACCOMODATIONS,STRATEGIES AND INTERVENTIONS Scenario 2: Expressive Language Disorder Carlos understands lessons but struggles to answer questions or explain his thinking. He often gives one-word answers or stays silent. Department of Education Session Guide POSSIBLE SOLUTIONS: 1.Offer sentence starters or structured prompts. 2.Allow alternative forms of expression (drawing, pointing, using visuals). 3.Give extra time for Carlos to respond. 4.Encourage peer support—pair Carlos with a patient classmate. 5.Accept nonverbal responses and gradually encourage longer answers. 6.Use visual organizers to help him structure his thoughts. Department of Education Session Guide SCENARIO AND POSSIBLE ACCOMODATIONS,STRATEGIES AND INTERVENTIONS Scenario 3: Speech Disorder (e.g., Stuttering) Liam tries to participate but gets stuck on words and sometimes gives up. Some classmates giggle when he struggles. Department of Education Session Guide POSSIBLE SOLUTIONS: 1. Model patience and acceptance; do not rush or interrupt. 2.Allow Liam to finish speaking at his own pace. 3.Avoid putting Liam on the spot; offer options to answer in writing or with a partner. 4.Educate classmates about stuttering and foster empathy. 5.Focus on content, not fluency, when assessing participation. 6.Use small group or pair work to reduce pressure. Department of Education Session Guide SCENARIO AND POSSIBLE ACCOMODATIONS,STRATEGIES AND INTERVENTIONS Scenario 4: Nonverbal Student Using AAC Device Priya uses a speech-generating device to communicate. Her group sometimes ignores her input during projects. Department of Education Session Guide POSSIBLE SOLUTIONS: 1. Ensure her device is always accessible and charged. 2. Teach and model for classmates how to include Priya in discussions. 3. Assign a peer buddy to help facilitate communication. 4. Use visual schedules and graphic organizers for group tasks. 5. Encourage all students to wait for Priya’s responses. 6. Celebrate and reinforce all forms of participation. Department of Education Session Guide SCENARIO AND POSSIBLE ACCOMODATIONS,STRATEGIES AND INTERVENTIONS Scenario 5: Social Communication Disorder (e.g., Autism Spectrum) Sam struggles to take turns in conversation and often talks off-topic. He misses social cues and group work is challenging. Department of Education Session Guide POSSIBLE SOLUTIONS: 1. Use visual cues or written reminders for turn-taking. 2. Provide explicit instruction and modeling of social rules. 3. Use structured routines and predictable group work formats. 4. Assign clear roles in group activities. 5.Offer social stories or role-play scenarios to practice skills. 6.Give positive feedback for appropriate social interaction. Department of Education Session Guide APPLICATION: ROLE PLAYING INSTRUCTIONS: 1. Divide into small groups. Each group receives a scenario to act out. 2. Assign roles (teacher, student with difficulty, classmates). 3. Act out the scenario, focusing on the teacher’s response. Department of Education Session Guide SCENARIO 1. A student with a stutter is trying to answer a question. Some classmates giggle. The teacher must respond in a way that supports and accepts the student. 2. A student with autism is hesitant to join a group activity. The teacher and classmates must find ways to encourage participation while respecting the student’s comfort level. Department of Education Session Guide QUESTIONS: 1. How did the teacher and students show acceptance? 2. What strategies helped the student feel included? 3. How can these approaches be applied in your own classroom? Department of Education Session Guide SYNTHESIS Recap of Main Points Objective 1: Identify and Differentiate Communication Difficulties Communication difficulties can be broadly categorized into speech disorders (issues with articulation, fluency, voice), language disorders (receptive and expressive), social communication disorders (pragmatic language use), and physical/technological barriers (nonverbal communication, AAC devices). Differentiating these types helps tailor appropriate support. Recognizing signs early allows timely intervention. Department of Education Session Guide SYNTHESIS Recap of Main Points Objective 2: Apply Accommodations, Strategies, and Interventions Use clear, simple language and visual supports. Break instructions into manageable steps. Allow extra time and alternative ways for students to express themselves. Encourage peer support and model inclusive communication. Employ assistive technologies when needed. Create a patient, distraction-free environment. Department of Education Session Guide SYNTHESIS Recap of Main Points Objective 3: Express Acceptance Through Role Playing Acceptance involves patience, empathy, and positive reinforcement. Teachers can model respectful behavior and educate peers to foster an inclusive classroom culture. Role playing helps practice real-life responses to support and include learners with communication difficulties. Creating a safe, supportive environment encourages student confidence and participation. Department of Education Session Guide Q AND A Q1: How can I support a student who refuses to speak because of anxiety? Department of Education Session Guide Q AND A Q2: What if I don’t have access to assistive technology? Department of Education Session Guide Q AND A Q3: How do I handle classmates who tease or exclude students with speech difficulties? Department of Education Session Guide Q AND A Q4: Can these strategies be applied to students with language barriers due to different home languages? Department of Education Session Guide Q AND A Q5: How do I balance supporting a student with communication difficulties while managing the whole class? Department of Education Session Guide Reflection As an Educator for Learners with Special Needs specifically Learners with Difficulty in Communicating I learned that …………………………………… I realized that ………………………………….. I promise that …………………………………. Session Guide Department of Education “To Effectively Communicate, we must Realize that we are all Different in the way we perceive the world and use this Understanding as a guide to our Communication with others.” -Tony Robbins Session Guide Department of Education “Communication matters but it is commitment which matters most. Commitment is the act of binding yourself intellectually or emotionally to a course of action and honor messages involved.” -Anil Kumar Sinha Session Guide Department of Education To God be All the Glory!!! THANK YOU! Department of Education
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