1 – A
Speech
Speech is an articulated expression that uses sounds in words or units of meaning that people use in communicating others. In addition, speech is the power of speaking. It pertains to habitual manner or style of speaking. When a person speaks without hesitation, without repetition of words or sounds, and with fluency, he has an accurate speech. It implies that speech without errors would be a clear expression of thoughts, ideas, feelings, and perceptions in a voice; using proper intonation, volume and pitch to support expressed meaning. Similarly, in a gestural form of human communication that exist for the deaf in the form of sign language or non-verbal communication. In other cultures, speech becomes the basis of their written language that differs most likely in its vocabulary, syntax, and phonetics from their spoken language.
Language
Language is a communication method that uses vocal or written speech and in units of communication; it that include words, phrases, sentences, to carry on conversations, but it also use gestures, pauses, inflections, accents, and other elements of communication particular to a group to identify the group and to communicate with members in the group. It implies that language is the most significant part of the life of a person. Language is used to show inner ideas and emotions and it make sense of complexity and the concept of thoughts. Language is the way to learn how to communicate with others, to fulfill needs and to establish rules and maintain culture as well. Language endows a person with the ability to make sense of what other people say. For example, words, phrases, sentences, idioms, and other devices can keep the one sending and the one receiving the communicated language connected and understanding each other. Similarly, language that is particular to a certain group, such as Mandarin Chinese, it allows the Mandarin speaker or writer to be understood by the Mandarin listener or reader.
Communication
Communication is the larger exchange of ideas, thoughts, perceptions, and feelings or the conveyance of these through words, gestures, pauses, facial expressions, and even silence. How we interact with others using speech and language contributes to our communication. For example, a person communicating anger to an audience can either write or speak to the audience using words that denote or connote angry feelings or attitudes explicitly or implicitly defined or associated. The person is informing or exchanging information about this anger with the person or persons receiving this information about anger. Therefore, concepts and thoughts represented by means of language, perceptions, and feelings, represented by language, and all conveyed through speech, are communicated.
Speech, language, and communication needs.
Language through speech is used for communication by the sender and the receiver to inform, question, describe, clarify, and connect by either verbal and non-verbal means. Speech, language, and communication needs are difficulties that a person on sending or receiving such information. A communication difficulty is an umbrella term, which addresses difficulty with one or more aspects of communication. The nature of difficulty can range from temporary, minor to long term, and complex. The person may not be able to readily express himself or herself effectively enough or he or she may not do they easily understand what is being communicated.
In addition, known as SLCN, speech, language and communication needs in a child may be a direct problem of speech or language skill development, of articulation, of learning, of mastery of necessary speech/language skills. SLCNs indirectly influence other learning (Stevenson, Walley, & Smart, 2012). For example, a child with specific expressive language problems who do not know how to respond appropriately to certain situations or a child with pragmatic language problems might not know how language fits together and confuse in word order, or use adjectives as nouns or vice versa (Stevenson, Walley & Smart 2012, p. 3). In such cases, the child’s support givers or peers that receive the communication from the child fail to understand the child or his or her communication. Conversely, the peer or parent, sending communication is not understood fully by the child. SLCN among children may not be always easily recognized, since children can sometimes be adept at hiding their difficulties. Therefore, an SLCN is sometimes referred to as a hidden disability.
1 – B
Speech, language, and communication skills support children’s development in different learning, emotional, behavioral and social spheres in multiple ways.
Learning:
At the earliest stage, babies show just facial expressions and sounds to express themselves; the way they communicate their needs. When they grow up a little, they use gestures and few words as toddlers to learn and interact with their immediate environment. Pre-school children begin using a bigger range of vocabulary. They ask questions, listen to, and interpret responses to develop their learning skills. In other words, speech, language, and communication skills help the development of learning for children through articulate speech; asking questions but also through effective listening which is comprised of hearing, understanding and interpreting or evaluating (Stevenson, Walley & Smart 2012). For example, effective listening is essential to school success as it supports both learning and the development of emotional and behavioral abilities (Stevenson, Walley & Smart 2012, p. 4). Communication skills help such as effective listening skills help the child understand concepts, make connections through gradual development of vocabulary and language skills. In addition, it contributes to understanding and applying emotional and behavioral skills in context. Considering the above example, listening as a speech, language communication skill as it supports learning, the teacher encourages active listening by directly teaching children how to look at the person-speaking, filter out distractions, and sit attentively and not being a distraction or how to concentrate on the speaker’s topic. This in turn will create effective listening skills that will enable the student to learn and to understand the topic or what the main idea is that is being discussed, to identify details that relate or support the main idea, and even to develop anticipation or prediction skills to make connections that might follow (Stevenson, Walley & Smart 2012, p. 4). This in turn will create effective listening skills that will enable the student to learn and to understand the topic or what the main idea is that is being discussed; to identify details that relate to or support the main idea. Even to develop anticipation or prediction skills to make connections that might follow (Stevenson, Walley & Smart 2012, p. 4).
Emotional:
In the earliest years of emotional development, babies show facial expressions and sounds to develop emotional attachment with parents or other caregivers. When they grow up a little, as toddlers, non-verbal body language and vocalization of words are the instruments they use to express their emotions. These pre-school children use language and speech tools to express themselves emotionally. SLC skills help children develop emotionally because directing and controlling emotions is intimately related to emotional development. When children are jealous, angry, or frustrated, they need to communicate their feelings. Eventually, they learn to identify their emotions and use socially acceptable ways of expressing these emotions. So, for example, his or her language and speech skills in a game of hide and seek can help him or her develop emotionally as he or she participates, plays by the rules hiding in an appropriate place or not peeking as others hide, and to speak up when another child cheats, for instance. At pre-school, language and speech skills help the child to share feelings in words, to appreciate and respect the feelings of others, and to use opportunities in school to play, interact with another child or other children in a group or on a team, negotiate his/her role, and to express if any dissatisfaction is felt (Lee 2008, p. 10).
Behavior:
Babies interact with significant others through facial expressions and sounds. Toddlers begin to understand a few words, which they use in combination of gestures to interact with others. Pre-school children can begin using language and speech in their interaction process leading to their behavioral growth. An example to the contrary might include the child with a speech, language, communication problem: this child will be less interactive and more withdrawn; which means he or she is less likely to initiate conversation, he or she plays alone more and is less liked by others in his or her class (Lee 2008, p. 10). With additional “behavior difficulties, this cannot only equally alienate the child’s peers but place him or her at risk of being the target of bullies at school (Lee 2008, p. 10). This is because as studies and observations have shown, if a child has good communication skills and is able express feelings through facial expression [he/she tends] to be more popular (Lee 2008, p. 10). That is, SLC supports behavior as the child comes to understand negative and positive sanctions in response to his or her behavior. It also supports their thinking and logical skills, so they know the consequences of their behavior.
Social:
Social development of children takes place largely due to speech, language, and communication skills. They gradually begin to understand the language including non-verbal language used by others and decipher meaning to adjust their social behavior accordingly as expected of them. In other words, they learn appropriate social behavior with the help of speech, language, and communication skills. As the above section illustrates, social development is influenced and supported by SLC skills that are extremely important for children in the development of friendships and peer relationships at school. For example, in pre-school, the child needs SLC skills for interaction in general and for understanding motives, fair exchange of give and take reciprocity and respecting the thoughts and feelings of others (Lee 2008, p. 9). This means that the skills learned can contribute to healthy social development just as the SLCNs can inhibit and damage social development.
1 – C
The three skills of communication, language, and speech are critical to the development of children. Therefore, it is important to develop these skills among children and babies so that they may experience positive impacts in all areas of their development. The adults have a critical role to play in facilitating the development of these key skills among children and babies.
Here are some significant ways adult can promote the effective learning of communication, speech, and language among babies and children. The adults should be prepared to adapt communication according to the needs of children as well as according to their abilities. This is especially critical for children with English as their second language. The adult may require to point at the objects when they are using words to communicate with children. Simple and basic sentences should be used when communicating with babies and children so that they are able to understand the communication in a meaningful manner. When the child gets older, the harder sentences that they can comprehend can be used. For example, for communication with under one year old babies, the words spoken need to be pointed out to them, while for an older child, a sentence that has a word relating to the object may not be shown as the child already knows it. However, more specifically, support for a six-year-old might involve the teachers and others, who can help with language development by setting up situations that provide opportunities to learn through interactive processes appropriate for the child’s age and learning style (Villaseca & Del Rio 2004, p. 163). Teachers, parents, and other professionals can work with the child using computer programs; earning games that are designed to support development in processing skills and the child’s abilities to recognize speech stimuli, perform discrimination or deciphering tasks and other aspects of language development.
It is important to note that it helps to give children opportunity and time to communicate. Children must get the time to think over and understand the meaning of communication or speech or language used to interact with them. The adults must not answer for them, but instead help them think over what has been said to them. In case you are sounding out for them, as some children might require you to do, you can let them copy you while at the same time letting them process your language of communication with them. It is important overall to help develop communicative competence for all children (Kurcz 2004).
1 – D
Positive interaction is a critical component of adult support for children with special SLC needs and their careers. Therefore, it is important to show genuine concern, patience, and interest, build trust and relationships, and listen to them actively (Margaret 2011). In addition, it helps to use expressive language to enable the child to understand the adults who must be able to understand the child communication wants and needs appropriately. More specifically, for example, practical support must and can be given to facilitate communication: First, adults might provide opportunities for children to interact and use different language situations with different people at the appropriate level promote development of listening and speaking skills (DfE 2012, p. 11). For children with language, speech, and communication difficulties, these include general to specific achievements such as understanding and applying appropriate language in several contexts; processing and production of speech sounds; acquisition of sufficient vocabulary; attentive listening; and clear and confident speaking and improved verbalization and spontaneity of language use (DfE 2012, p. 11). For example, where teachers, parents and others interact with children with SLCNs such as language development difficulties, the adults will use similar language and interacting patterns to those used with normally developing children (DfE 2012, p. 11). This means specialist supports good assessment or diagnostic testing; work tailored to challenge students sufficiently; and commitment from school leaders to ensure good progress for all students (Cross 2011, p. 116). Second, goals to help children improve language development difficulties can be done setting up situations comprised of intensive interactive modeling using a multisensory-based approach and with much prompting, feedback, and response. Teachers will use visual aids, factor in noise levels, minimize distractions (Lee 2008), encourage routines, and make use of practice for processing and familiarization, and keeping aware of adult language style that needs to be modified for children.
With appropriate adult support, children develop self-confidence that is critical to the well-balanced development of personality with appropriate social communication skills. When children communicate well with others, they find themselves socially comfortable. Self-confidence leads to the development of self-esteem that leads to the reinforcement of well being. In other words, the positive effect of adult support leads to the overall growth and personal development of children so that children become self-motivated learners eventually. These qualities make children resilient. Children take comfort and confidence in the knowledge and understanding that adults are there to support them positively in learning and they help them communicate well in contrast to teasing, ridiculing, criticizing, and judging them
When children encounter communication difficulties, their understanding, or knowledge that adults support them makes them less aggressive in consequence of which they feel less frustrated. Otherwise, communication difficulties may prove too much for them or can be too overwhelming for them to handle the same. Therefore, one of the many positive effects of adult support is that children can manage their behavior well with communication skills and can develop these skills at the same time.
1 – E
Adults are has the needs and goals to make communication more accessible, effective, and achievable by the children. Through it, children can succeed in an environment that enables them to develop functional and emotional capabilities. It includes the ability to attend, relate, gesture intentions, and do problem solving. In addition, it is to develop and express creative ideas and become logical thinkers (Greenspan 2005, p. 26). However, from the start, children with speech, language, and communication needs have difficulties in communicating. The adult guidance in settling and planning is highly necessary. In settling and planning for children, it differ greatly including problems with speech and language acquisition; an inability to communicate verbally and non-verbally; difficulties in expressing emotion, motive, intent or response; problems developing social relationships; inability to start or carry on a conversation. These factors can partly affect the chances for children to settle appropriately and the plans are under its control. Eventually with proper feasibility studies by adults, everything will push to its goals and develop place for the children. The range of possibility in SLCNs, and becomes necessary to facilitate supportive environments that need to be designed and planned by taking into account the varying levels of communication development. For example, for children with SLCNs have needs in general intervention-teaching approaches and methods and some specific teaching strategies and techniques that help children to communicate well. It has been shown by many studies that many of those who enter school with unidentified SLCN fail to gain access to action that reduces their problems during the time they are at school (Lee 2008, p. 3). In addition, adult language might be inaccessible to children with language impairments or deficits. If not adapted, such language can be a barrier to learning or communication (DfE 2012, p. 10). With the pursuance of the goals, language is not a barrier to learning and communication.
1 – F
At one setting where I worked in a nursery school, there are sets of priorities, professional resources, and processes being followed. It has positive impact on outcomes for children with speech, language, and communication needs. The children are supported by communications skills with intervention strategies that increase the development of learning, social, and behavioral skills. At one instance, in my own setting, children were supported in their development of good communication skills by way of separate tasks or activities for vocabulary development, listening attentively and speaking with confidence, and clarity. The children are taught to have effective listening skills in general, to pay attention, be still as possible, and to think about what is being said so they could repeat it, discuss it in groups, and talk about their feelings about the subject or topic, as well. However, when the entire class or group showed difficulties, the teacher and with my help, we pulled out the children appearing to have listening difficulties, and would try extra intervention strategies. We identify focus problems, and used practice processes such as look at the spin top, how fast, what colors, what pressure or force must be involved all in child-level language, and spin next to see any differences. It enabled the attention required for listening; and this then helped support good listening habits. In all development needs, listening skills needs were supported in particular and improved by way of repeating, paraphrasing, and adding to students’ comments at the same time as the techniques for guiding effective listening are instilled for behavior, social, and learning improvement in general.
1 – G
The key factors that provide a supportive SLC environment include room setting and layout, staff, views of children, involvement of careers and parents and language. The room environment should be quieter with planned activities. In where I worked, the area for the children are well lit; they communicate and see the movements, gestures, and facial expressions of their classmates. In addition, the space is enough for them to move or run and they have enough resources for outdoors as well as indoor activities. The staff involved in the school used effective strategies that promote good communication among children. An appropriate language is used in the school for the children to understand better, they facilitated and supported specific language and speech tasks for development; and they observed and monitored children’s performances as well as their language needs. Everything is done throughout the day with the leading of various training activities that supported communication and constant input, modeling, feedback, and assessment and intervention where needed.
The facilities and resources are all in proper places for effective communication. All rooms are well lit and colorful, interaction was encouraged; books are available in large print, with pictures, and some even with Braille while others were geared toward ESL (English speakers of other languages), demonstrating just one way in which the environment is was inclusive and facilitative for all learners with all ranges of communication styles, development rates, and needs. Playtime and learning time are distinguished, though communication development is fostered at all times. For example, in the play areas, inside and outside, the children are encouraged to interact, negotiate, respect others, and pay attention to or think about and use effective listening habits while also using clear and confident speech patterns and habits.
Generally, every time the children show a need of some improvements, assessment is offered, by a teacher, assistant, or another peer, including myself. However, it is always highlighted that learning is more important than perfection, and mistakes and difficulties are honored as valuable to the communication, learning, behavior, and social development processes.
Part 2
2 – A
Effective communication between adults and children comprises both verbal and nonverbal elements and cues.
Verbal:
Adults must be patient and provide children their freedom to speak and never deprive such privilege. Remember, thoughts are faster than words spoken and children needs more time to think compared to adults do that is to find the appropriate word for them to say or express (Stevenson, Walley & Smart 2012). There should be an appropriate language or speech in every child in accordance with its ages respectively. In addition, it is significant to engage in specific cases as provided in SLCN but generally, the adults must possess a consistent style, repetition, and slow and clear language or speech when giving instructions or dispensing new information.
Nonverbal:
Several instances and in SLCN particular cases, adults are expected to use words, signs, and symbols as well as gestures that are child-appropriate. In as much as SLCN is concerned or outside the program, the use of nonverbal signs, symbols and pictures can strengthen and assist communication skill learning and development.
Communication factors for children with SLCNs:
It depends on the kind of communication difficulty; that is accessible language difficulties, communicative language difficulties, practical language difficulties, and more. There are additional requirements needed for children with special needs for their learning and development, and improving their skills (Stevenson, Walley & Smart 2012). For example, in accessible language difficulties, it involves understanding and communication problems. The adult must perform good instructions convenient by breaking down the communication into convenient pieces and by emphasizing key words. It utilizes ways that are favorable to learning and the necessity of the use of kinesthetic as a movement-oriented teaching method. It thus continue to speak clearly, slowly, and its child-communication-friendly strategy; it includes reiteration and constant style of speech and language when giving new information and instructions.
In communicative language difficulties, it involves responding that requires many of the techniques and strategies with patience. Adults allow the child the right time and productive opportunity to express himself with no interruptions or any pretentious acts from adults for them to understand better, presented the proper word order and sentences by providing the missing parts of speech. In addition, adults presented good skills by providing many examples or options from where the child imitates. The application of non-verbal aids is useful like pictures, symbols, and signs while encouraging the model communication skills.
Both for all children:
The communication development in children of special needs or not, children has the opportunities to communicate with adults to learn speech and language skills and learn better.
2 – B
There is a personal perspective of the world around for each individual in personal experiences. It implies that there is an acceptance and comprehension about communication as it started to comprehend an individual with different backgrounds in the need of communication strategies in different manner. Teamwork is significant in a business objectives; teamwork is dependent in cooperation in every member of the team. There is trust and clear communication that differs in culture with several interpretations on the application of proper communication and the utilization of interpreted non-verbal communication. For example, body proximity is a communication among individuals that are involved and there are workers see it as unpleasant or all encompassing. One of the impacts or influence in everything from the interpretation of closeness versus distance to insights of equality and the value of equality is the gender of individual cultural communications. As a specific example is a male employers and female team members, for the male employer requires slight communication and with a limited number of person registered. While in the female team members, it takes an exclusionary, a female boss preferred abundant amounts of communication and highlights that accommodated female team members and resented by male team members.
In communication, everything is culture-specific. Each of which is welcomed in some cases and highly offensive in other cases, depending on who is communicating or receiving the communication. This way of comprehension regarding communication depends on diversity as any person views the world due to culture, religious traditions, politics, and gender. The diversities help focus on discovering different methods to discover the bottom line with mutual agreements. Different individuals differ in understanding level considering the backgrounds and cultures accordingly (Elis, 1999). We cannot judge an individual by making assumptions and the experiences the individual had in its diversity, language, and learning disabilities with different ways such as gestures, emotional expression, and even by pointing at objects. Respect is also an essential factor in communication, no matter what backward or culture, communication is functional.
Cultures have different layers of individual understanding that can separate people and communication efforts but there are ways to communicate through patterns of association that bring understanding. This happens with applying existing understandings that people have about other people in general such as if, someone is middle class and if they have a racial identity as examples. This means groups have a network of communicative relationships. This has to do with the group having a particular perspective of reality because they have communicative behaviours that mark membership in their particular social group (Ellis, 1999, p. 113).
Communication is a form of behaviour and it has responsiveness for interaction. Behaviour that already exists in people because of how they identify self in particular in social group or groups makes how they behave while communicating with another sometimes very apparent. When different people have communication encounters recognizing behaviour patterns while they express them self even if they do not speak the same language or have difficulty such as hearing this ability can help communicate. The behaviour of a child shows how he or she communicates toward his or her peers. In a way if a room full of people who are deaf but do not know sign language have to communicate then they would be likely able to communicate through common methods of facial expression, gestures, through pointing at objects. It is necessary that a well-developed personality have an impact to behaviour itself. In the same manner, different people who may speak different languages no matter what are the reasons, the best part is that the person can communicate using the same kinds of methods to anybody and anywhere. The essence of proper behaviour leads to proper communication as well.
2 – C
In addition to possible SLCNs, they have methods of communications from different cultures with different ways of utilizing these methods. The several ways of using communication in festivity and sharing as an example, spreads anywhere like in workplace, school, and different places. With this kind of information, parents and other individuals that interpret it in different manners can possibly know it and the continuous effect of this is has no problem at all. Sometimes communication has hindrances or influences from different mixtures of cultural methods of communicating, the facilitator or teacher or other professional might need to call in additional support. There are several types of support services and personnel or professionals available like health and human services or social services agency (Mitchie, 2013).
National charity like SLCN extends support to specific and language communication needs.
The Citizens Advice Bureau (CAB) is equipped to help with verbal or written and nonverbal communication by way of translation or interpretation services. Their advocacy is to assist every child in the community to develop and advance knowledge for children with special needs. Specialty of agencies and services focused on translation alone, lip service, language service, and speech and language service can be an advantage to any intercultural communications or special needs situations. It implies that their services is open to everyone who seeks for learning improvement regardless of race or culture.
Part 3
3 – A
There are several comparisons on child’s language skill on standard language learning in early stage. The assessment is in sequence to its respective skills that identifies the goals of some involvements. Timely identification implies support on emotional, behavioural and social development (Tassoni, Beith, Eldridge and Gough 2002). Educators and professionals are assigned to a code of practice that is informed by the Code of Practice for Special Educational Needs of 2001. For example, educators and professionals stick to the rights of the children in SLCN with equality in inclusive education, educated in mainstream schools, and the in charge in learning on positive attempts at early identification of the children.
The delayed or postponement of identification in SLCN means delayed in development (Machado & Meyer-Botnarescue 2011). However, the delay can improve some chances in the development of the children and its achievement since specialists diagnosed, defined, and treated special learning plans or programs that is most appropriate for the children involved in particular on speech and language communication needs.
3 – B
Multi-agency teams joined in the support on speech, language, and communication for identifying, assessing, and developing language abilities, and interventions. The support different professions like doctors, specialists, pathologists, social workers, and educators who work in collaboration toward identifying and assessing a person, and particularly a child's, communication development level. For example, children identified with lexical deficit disorder and fine-grained auditory discrimination factors, lacks word processing deficits occurring at two or even all three of the three levels of compromise. Teachers are involved in the support that helps the children with similar language processing difficulties and the entire learning population to improve language development difficulties. It is facilitated in an environment where teachers provide more opportunities to gain knowledge by interactive processes that are in accordance to the age and learning style (Villaseca & Del Rio 2004, p. 163).
Speech and language therapists (SALT) works together as a team with several trainings such as exercises or computer games designed to force advances in the processing skills of the children. The functions of the multi-agency teams are effective on language interventions function; the method has a multidisciplinary group that keep on discovering for the most effective intervention methods that comes from a range of decisions. Each member of the team completes an independent evaluation of the client and the outcome has a separate set of proposals as reported to the team and clients respectively. An established communication among members and teams has different functions, all the members contributes information in the advancement of the plans in the issue on communication, language, and speech. Speech therapists provide assessment similar to all members who contribute on the progress and further reinforcement from the multi-agency strategies.
3 – C
An activity like playing is used to help the development of speech, language, and communication especially during the stage of developing language and the overall development is an effective communication skills. In addition, puzzle solving and drawing influenced the thinking and learning; the numbers and letters games support literacy and the use of tools of communication. Activities perform by children improve social interaction and the use of content, support social communication skills, add to behavioural skills as they involve communication with others. It increases vocabulary, understanding of meanings of words, and promote the development of grammar or syntax (Machado & Meyer-Botnarescue 2011). The use of functional play and activities is also a practical method for developing language and communication in children, second language learners, and other issues affecting a child's ability for language and communication. Play with instruments of sound or music can influence speech development. For example, in an isolated incident, a child is withdrawn, antisocial, and having communication difficulties due to speech or language difficulties.
Playing involves peer interaction that provides opportunities for practice of normal speaking interchanges (Paul, 2001). A peer conversation engaged naturally compare to communication between children and an adult including parents. It focuses in the true event of the conversation that happens among developmental levels and playmates provide more opportunities for generalization and communicative behavior. Play with instruments of sound or music can influence speech development. For example, in an isolated incident, a child is withdrawn, antisocial, and having communication difficulties due to speech or language difficulties.
Creating environments for play and activities that encourage and aid cognitive development for language among children is part of the natural way people learn. No matter the communication issue, the more opportunities play or learning activities that provide children interactions for using language connect to positive outcomes and to correct language outcomes where needed.
References
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