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LANGUAGE DISABILITIES.   Term Paper ID:29509 Click to get this paper

Essay Subject: Importance of language to child development.... More...

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Paper Abstract: Important of language to child development. Classification of language disabilities under problems relating to oral communication. Symptom patterns. Multiple causes ranging from unknown cause to autism, mental retardation, cerebral palsy, hearing loss, neurological disorders and other conditions. Intervention in a school program. New learning concepts. Paper Introduction: l. Description Language, as a symbolic tool and coping strategy, is an important factor of any child's overall development, and its acquisition by children has been studied by many researchers. There are many different theories of how language is acquired--for example by imitation of adult behavior (Bohannon & Warren-Leubecker, 1989) or because of an innate "internal grammar" (Chomsky, 1969) that makes language use inevitable. Controversy arises on the issue when children fail to accomplish the task of language acquisition. The failure in children may be attributed to a variety of factors that are grouped under the general category of language or developmental disabilities. Language disabilities are classified under problems relating to communication, which generally means oral Text of the Paper: The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. References Beitchman, J. Fact Sheet Number 11 (FS11), 2 . P., Forness, S. Retrieved from the World Wide Web 6 February2 2, athttp://www.connectedfamily.com/frame4/cf 413seymour/recent_essays/cf 413_cherry_1.html. However, like other commentators on LLDs, they admit that suchvariables as family dynamics may complicate the process.5. The task for the teacher becomes to look at theteaching process from the learner's point of view, engaging the learner inautonomous skills development and further, engaging in learner-centeredinstructional strategies that "focus on outcomes, not techniques." Betteroutcomes are what speech clinicians have been advocating for years. Journal ofChild Psychology and Psychiatry and Allied Disciplines, 37, 785-8 1. Nippold, M. (1998, October). M. However, conditions cited includeautism, mental retardation, cerebral palsy, hearing loss, neurologicaldisorders, brain injury, drug abuse, and physical impairments such as cleftlip or palate. Autism is marked by an absence of, deviation from, or developmentaldelay in the acquisition of linguistic speech plus an absence of nonverbalcommunication cues. She advises counselors tocontinually monitor semantic, cognitive, and syntactic skills in spoken andwritten language, as well as social behavior. Papert, S. Language, Learning, and Behavior Disorders: Developmental,Biological, and Clinical Perspectives. One has to do with the application of digital technology to thelearning process, which one theorist (Papert, 1998), says is "tending torender obsolete almost all features that we regularly would associate withthe structure of school," including age-segregated classes and linearcurricular models. Along the same lines, Naylor, et al. (1984, July). This mayinvolve team treatment, with psychiatrists, social workers, speechpathologists, teachers, and others all coming into the picture, but theypredict permanent psychosocial damage (not to mention the educationaldamage for not attending school) if such intensive interventions are notundertaken. Peters, P.E. A. National Information Center for Children and Youth with Disabilities.(2 ). To be sure, attempts bytraditional educational institutions to fit the extraordinary data-andexperience-manipulation capacity of computers to traditional curricularstructures persist (Papert, 1998). I. C., & King, C. NICHCY--Info AboutSpeech & Language Disorders. Wiig (1984 & 2 1) emphasizes the need for ongoing diagnosis andtesting of language-disabled subjects, in particular those who areapproaching adolescence, a critical developmental stage that hasimplications for the balance of the life cycle. New York: Cambridge University Press. Although symptoms ofautism, such as impaired language, may decline or disappear as the childmoves into adolescence, social impairments such as failure to communicateeffectively may not necessarily disappear (LeCouteur, et al., 1996). (1996).Communicative competence and psychosocial development in deaf children andadolescents. Brown, B. LeCouteur, A., Bailey, A., Goode, S., Pickles, A. Cognitive problems may also bereflected in such language disabilities as "improper use of words and theirmeanings, inability to express ideas, inappropriate grammatical patterns,reduced vocabulary and inability to follow directions" (NICHCY, 2 ).2. L. Child &Adolescent Psychological Disorders: A Comprehensive Textbook. Language disorders and learning disabilities in school-refusing adolescents. New learning communities conference. Williams, T. (1969). But Papert speaks as if that were the case, saying that thetechnology enables students to learn at their own pace, accessinginformation and resources in their own way. (199 , July-September). I. W., Staskowski, M., Kenney, M. (1996, October).Broader phenotype of autism: The clinical spectrum in twins. Practice parameters for the assessment andtreatment of children and adolescents with language and learning disorders.Journal of the American Academy of Child & Adolescent Psychiatry, 37, 46S-62S. Chomsky, N. Recognition of attitude conveyedby utterance: A study of preschool and autistic children. K. A language disability may be physicallyor cognitively based, as the professional literature illustrates. & Baker, L. E., & Eagle, R. In acomparative study of normal preschoolers and adolescent autistics, it wasfound the former group could better track a conversation and pay attentionto the people talking than the latter. A. H. According to theNational Information Center for Children and Youth with Disabilities(2 ), the cause is often unknown. (1998)point out, approximately half of children with an language and learningdisorder (LLD) are also subject to a "comorbid" psychiatric disorder, andthat any diagnosis must show a disconnect between potential andachievement, when measured by normal chronological development. Wiig, E. But computer-literate children areimpatient for the school curriculum to catch up with the high-techcapabilities, including Internet access, and thirst for learningexperiences that they have at home. (1995, February 15). Retrieved from the World Wide Web 6February 2 2, at http://www.ed.gov/databases/ERIC_Digests/ed411414.html. There are many different theories ofhow language is acquired--for example by imitation of adult behavior(Bohannon & Warren-Leubecker, 1989) or because of an innate "internalgrammar" (Chomsky, 1969) that makes language use inevitable. (1994), cite research showingthat severe anxiety and emotional disturbances found in physically ableadolescents who refuse to attend school can be traced to communicationdisorders and that such disorders can aggravate mental disorders. Theoretical approaches tolanguage acquisition. Beitchman, & N. A potential problem with the new learning structure is that technologymay not be equally available to all learners who would like to adopt thatstructure. C., & Wood, K. Impressions of New Learning Two discrete concepts have been identified with the phrase newlearning. H. T. Method of assessment Various language-disability screening and assessment tools have beenproposed. The symptom patterns of language disabilities are quite varied and may"refer to difficulties producing speech sounds or problems with voicequality," ranging from stuttering to voice timbre to delay or inaccuracy inprocessing and/or duplicating sounds. New York: Allyn. The failure in children may be attributed to a variety offactors that are grouped under the general category of language ordevelopmental disabilities. Education Week, 14, 44, 32. Language acquisition in autisticchildren: A research note. Others(e.g., Musselman, et al., 1996; Richman & Wood, 1999) note thatpsychosocial, cognitive, and behavioral, as well as physical factors,influence language deviance or delay. The 11th Colin Cherry Memorial Lecture on Communication,Imperial College, London. Elevator theory on specialeducation. As a result, they resist massquantities of homework in favor of meaningful work that is continually influx, subject to changes in the technological and information base. A., &Kauffman, J. ERICDigest No. Kaufman (Eds.). Holmes (Eds.). H., Cantwell, D. J. What a diagnosis reveals mayhave implications for highly specific intervention and remedial strategies.4. l. Journal ofPediatric Psychology, 5, 161-178. Readings in Introductory Psychology: Research &Applications. P. 184, ED411414. However, as de la Paz and Graham explain, "there is no standardor uniform battery of tests, checklists, or procedures to follow for theidentification of most students with disabilities" (1995). (198 , June). (1997). However, an extra problem of diagnosis has beenasserted in the case of language disorders, which are more difficult toidentify than such conditions as Down syndrome and mental retardation(Freedman, 1995). (1999). S. Diagnosis can be further complicatedby the availability (or lack) of appropriate family dynamics (Baker &Cantwell, 1991). (1989). Controversyarises on the issue when children fail to accomplish the task of languageacquisition. (1994,November-December). Typically,screening procedures kick in if a child in grades K-3 either has dramaticconduct problems or scores extremely low on a standardized test but has notbeen identified as a candidate for a disability of any kind. De La Paz, S., & Graham, S. 191-223. (1996, February). L. Metaphoric understanding inpreadolescents having a history of language acquisition difficulties.Language, Speech, and Hearing Services in Schools, 14, 171-18 . (1998, June 2). Brown cites thegeneration-Xers whose family structures and access to instant-gratificationtechnology fostered independent, results-oriented learning and copingmethods, especially during adolescence. Traditional educationalstructures are retarding that process. 51-75. Controversyalso surrounds the problem of "overidentification" of learningdisabilities. A second concept of new learning, which is compatible with the first,is associated with "new teaching and learning strategies promoted bycognitive scientists, such as learning in context, cooperative learning,and real-world application of knowledge" (Brown, 1997). Press. M. Freedman, M. New learning strategies for generation X. (1984, March). In a study of the psychiatric and behavioral characteristics ofseveral hundred children showing signs of language difficulties at an earlyage, Cantwell and Baker (198 ) found that those showing evidence of delayedlanguage acquisition tended to be found either mentally retarded orautistic. M. Description Language, as a symbolic tool and coping strategy, is an importantfactor of any child's overall development, and its acquisition by childrenhas been studied by many researchers. Child power: Keys to the new learning of thedigital century. Topics in Language Disorders, 4, 41-58. Cohen(Eds.). S. J. Theyadvocate two-track "remedial interventions" for so-called "schoolrefusers," which involve remediating treatment of language disorders perse, as well as treatment of opportunistic psychiatric disorders. Specific Learning Disabilities and Difficulties inChildren and Adolescents: Psychological Assessment and Evaluation. New York: Oxford University Press. Thus,they "want to know why they must learn something before they take time tolearn how" (Brown, 1997). Indeed, the autistic adolescents didnot even appear to understand the concept of a conversation or adopt aconsciously observant attitude toward the emotional content of conversation(Roth & Leslie, 1991). S.Kaufman, & N. Indeed, the Internet has createdinstructional venues networked by technology rather than confined to aclassroom, with participants engaging in self-directed and collaborativelearning projects (Peters, 1996). Speech/language specialists often function in a "collaborativeconsultation" context, working with teachers who may provide disabilityreferrals for diagnostic testing. & Fey, S. Acquisition of syntax in children from 5 to 1 .Cambridge, Mass.: M. However, as Beitchman, et al. They advocate an enhanced rolefor the clinical psychiatrist where evidence of LDD leads to interventionbecause of the connection between poor language/communication ability andpsychiatric disorders. Screening for special diagnoses.ERIC Digest ED389965. (1991, June). H. 555-57 . Cantwell, D. Retrieved from the World Wide Web 6 February 2 2, athttp://ericae.net/edo/ED389965.htm. Those who have language-acquisition difficulties,from whatever source, in early childhood may have difficulty processingcomplex language uses, such as metaphor, as they reach their adolescentyears (Nippold & Fey, 1984).3. European Journal of Psychiatry, 4, 173-179. H. Roth, D., & Leslie, A. More than half of those who had acquired language but exhibitedother symptoms of neuropsychiatric dysfunction tended to be diagnosed withAttention Deficit Disorder. It may berelated to problems with language acquisition. Bohannon, J., & Warren-Leubecker, A. Autistics who fail to acquire language by the age ofsix are unlikely to do so at any time during life, and those who acquirewords but not sentences during that period are likely never to developlinguistic communication skills (Williams, 199 ). (1998), make a point of the fact that schoolfacilities for LDD students may vary widely. Intervention in a School Program Beitchman, et al. (1995). Psychological assessment andtreatment of communication disorders: Childhood language subtypes. Journal of the American Academy of Child andAdolescent Psychiatry, 33, 1331-7. ARL:A Bimonthly Newsletter of Research Library Issues and Actions, 184.Retrieved from the World Wide Web 6 February 2 2, athttp://www.arl.org/newsltr/184/newlearn.html Richman, L. (2 1). Columbus, Ohio: ERIC Clearinghouse on AdultCareer and Vocational Education. Causes Multiple causes of language disability have been identified, and mayexist singly or in combination in a given individual. British Journalof Developmental Psychology, 9, 315-33 . Musselman, C., Mackay, S., Trehub, S. Retrievedfrom the World Wide Web 6 February 2 2, athttp://www.kidsource.com/NICHCY/speech.html. Multi-perspective, clinical-educational assessmentsof language disorders. Definition of speech and language disorders. Wiig, E. Language disabilities in adolescents: Aquestion of cognitive strategies. Papert says that the education of the future will beless concerned with producing right answers on tests and more with the"need to produce people who know how to act when they're faced withsituations for which they were not specifically prepared." Computer technology has enabled this. D.Netherton, & D. Naylor, M. R., Kavale, K. New York: Cambridge University Press. 247-279. A. Language disabilities are classified under problems relating tocommunication, which generally means oral communication, hence with one ormore disabilities of physical oral and aural motor function (NICHCY, 2 ).The specific character of the disability will vary with the individualaffected, and "range from simple sound substitutions to the inability tounderstand or use language or use the oral-motor mechanism for functionalspeech and feeding" (NICHCY, 2 ). Psychiatric and behavioralcharacteristics of children with communication disorders. 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