Our Special Students with Language Disorders
Our Special Students with Language Disorders
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  • About
  • Contact
  • Stages of Development
  • Activities at Home & School
  • Accommodations at Home & School
  • References
  • Guiding Our Children & Students To Success

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Stages of Language Development 

Stage 1

12-26 months 50-60 word vocabulary; basic phrases/sentences that show communicative intent  ex. more water, no juice, my toys

Stage 2

27-30 months present progressive (-ing verbs) jumping off, (in) in cup, (on) put on, (-s) plural (regular plurals) my toys

Stage 3

31-34 months irregular past tense me fell down ('s possessive) mommy’s shirt, uncontactable copula (main verb; full form of ‘to be’) he was happy
Stage 4
35-40 months article in the bucket regular past tense (-ed verbs) I laughed, 3rd person regular, present tense he swims fast
Stage 5
41-46+ months 3rd person irregular kitty does tricks, uncontactable auxiliary (helpful verb; full form of ‘to be’) Dad is laughing contractible copula (main verb; shortened form of ‘to be’) it’s hot outside, contractible auxiliary (helping verb; shortened form of ‘to be’) we’re coming over

Brown (1973)

Activities at Home & School

Successful activities for our students include interaction with others.  This can be with an adult or other child is key for the development of language. (Dobinson, et. 2021)  The following are activities can be used in your home and or their classroom: 

  • Motivating sound games - Everyone blows up balloon, and holds it to not let the air out.  Have everyone say "Ready... Steady... GO!"  Then repeat the activity.  
  • Toys - simple toys can provide many opportunities for practicing language skills.  Some examples are blocks (building towers) and  cars (racing, setting up a track, keeping score). 
  • Books - Books are great for reading, but they can also be used to talk about the pictures on each page.  You can take turns telling your own story about each picture.  
  • Role play - You can choose a theme or write a character on a piece paper and have each person choose one to act out.  For example a doctor, fire fighter, and baker.  
  • I Spy - This can be done at home, in the classroom, and on the playground.  They can practice bringing sounds for each of the items they are looking for.  

 

Accommodations at Home & School

Developing strategies and activities to increase each child's language skills, they benefit from the input of the child's team.  Their  team includes parents, therapist and teachers to develop a cohesive plan.  Parents provide history and current observations in the community.  Therapists provide awareness, training, and advice to parents and teachers of the child.  (Ebbels, et. 2019)  The following are accommodations to support and teach the children to strengthen their communication skills.  

  • Give the student prior knowledge of the lesson, so they can prepare input to share.  They can write it down and refer back to their notes.  
  • Speak clearly to the child and model appropriate speech.  
  • Limit background noises and environmental distractions.
  • Get the child's attention when speaking to them. 

References 

Brown, R. (1973).  A first language: The early stages.  London; George Allen & Unwin. 

 

Dobinson, Keeley L. & Dockrell, Julie E. (October 2021).  Universal strategies for the improvement of expressive language skills in the primary classroom: A systematic review.  First Language (Vol. 41, Issue 5) p. 527-554.

 

Ebbels SH, McCartney E, Slonims V, Dockrell JE, Norbury CF. Evidence-based pathways to intervention for children with language disorders. Int J Lang Commun Disord. 2019 Jan;54(1):3-19. doi: 10.1111/1460-6984.12387. Epub 2018 Apr 25. PMID: 29696726.

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