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.”
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of Education
Session Guide
A. Preliminary Activity :
TYPES OF COMMUNICATION DIFFICULTIES
1. SPEECH DISORDERS:
Difficulties with articulation, fluency
(stuttering), or voice.
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of Education
Session Guide
TYPES OF COMMUNICATION DIFFICULTIES
2. LANGUAGE DISORDER:
Issues with understanding (receptive) or
expressing (expressive) language.
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of Education
Session Guide
TYPES OF COMMUNICATION DIFFICULTIES
3. SOCIAL COMMUNICATION DISORDERS:
Difficulty using language appropriately in
social contexts.
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of Education
Session Guide
TYPES OF COMMUNICATION DIFFICULTIES
4. PHYSICAL/TECHNOLOGICAL BARRIERS:
Nonverbal, use of augmentative devices
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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
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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.
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of Education
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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.
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of Education
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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.
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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?
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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.
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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.
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of Education
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QUESTIONS:
What type of communication
difficulty is Sam experiencing?
2. What accommodations or strategies
could support Sam?
1.
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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.
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of Education
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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.
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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.
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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.
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of Education
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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.
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of Education
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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.
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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.
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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.
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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.
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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.
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of Education
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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.
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of Education
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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.
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of Education
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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.
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of Education
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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.
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of Education
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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?
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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.
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of Education
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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.
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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.
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of Education
Session Guide
Q AND A
Q1: How can I support a student who
refuses to speak because of anxiety?
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of Education
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Q AND A
Q2: What if I don’t have access to
assistive technology?
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of Education
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Q AND A
Q3: How do I handle classmates who
tease or exclude students with speech
difficulties?
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of Education
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Q AND A
Q4: Can these strategies be applied to
students with language barriers due to
different home languages?
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of Education
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Q AND A
Q5: How do I balance supporting a
student with communication difficulties
while managing the whole class?
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of Education
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Reflection
As an Educator for Learners with Special
Needs specifically Learners with Difficulty
in Communicating
I learned that ……………………………………
I realized that …………………………………..
I promise that ………………………………….
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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
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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
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Department of Education
To God be All the Glory!!!
THANK YOU!
Department of Education