INTRODUCTION

• Had difficulty learning language in the absence of mental deficiencies, sensory and physical deficits, severe emotional disturbances, environmental factors, or brain damage.

• no obvious cause of the language impairment.• have cognitive weaknesses that may explain

at least some of the language learning difficulties these children experience.

DEFINITION

• language disordered, language impaired, language delayed, or as having a specific language impairment.

• A significant delay in the use and/or understanding of spoken or written language.

• Involve the form of language (phonology, syntax, and morphology), its content or meaning (semantics), or its use (pragmatics), in any combination (American Speech-Language-Hearing Association 1993).

TYPES OF LANGUAGE

DEFICIENCIES

TYPES OF LANGUAGES DEFICIENCIES

AUTISM DYSLEXIA

HEARINGIMPAIRMENT ADHD

WHAT IS AUTISM

•Complex developmental disability•Autism is a wide-spectrum disorder This means No two people with autism will have exactly the same symptoms.

Autism Spectrum Disorder (ASD) and can sometimes be referred

to as Autistic Spectrum Disorder.

ADHD

ATTENTION DEFICIT HYPERACTIVITY DISORDER

Hyperactivity (over-active)

•Predominantly hyperactive-impulsive

–Most symptoms (six or more) are in the hyperactivity-impulsivity categories.

–Fewer than six symptoms of inattention are present, although inattention may still be present to some degree.

• Predominantly inattentive–Fewer than six symptoms of hyperactivity-impulsivity are present

–Hyperactivity-impulsivity may still be present to some degree.

–Children with this subtype are less likely to act out or have difficulties getting along with other children.

–They may sit quietly, but they are not paying attention to what they are doing.

•Combined hyperactive-impulsive and inattentive

–Six or more symptoms of inattention and six or more symptoms of hyperactivity-impulsivity are present.

–Most children have the combined type of ADHD.

HEARING IMPAIRMENT

BORN WITH HEARING

PROBLEMS

EXTERNAL FACTORS

EXTERNAL FACTORS

Too much exposure to loud noise

Tinnitus

Noise-induced hearing loss (NIHL)

DYSLEXIA

A neurological disorder that causes

their brains to process and interpret

information differently.

•Dyslexia is the name for specific learning disabilities in reading.

•Dyslexia is often characterized by difficulties with accurate word recognition, decoding and spelling.

•Dyslexia may cause problems with reading comprehension and slow down vocabulary growth.

•Dyslexia may result in poor reading fluency and reading out loud.

•Dyslexia is neurological and often genetic.

•Dyslexia is not the result of poor instruction.

•With the proper support, almost all people with dyslexia can become good readers and writers.

Characteristics of Language Deficiencies

ADHD

ATTENTION DEFICIT HYPERACTIVITY DISORDER

Symptoms of ADHD fall into three groups:

- Not being able to focus (inattentiveness)

- Being extremely active (hyperactivity)

- Not being able to control behaviour (impulsivity)

PROFILES OF ADHD

1. Inattentiveness•Easily distracted•Often forgetful•Loses things easily (being careless)•Does not seem to listen when spoken directly•Problems in organising things•Fails being attentive to important occurrences

2. Hyperactivity•Leaves seats as wishes•Unable to work quietly•Talks uncontrollably•Runs about and climbs inappropriately•Fidgets with hands or feet•Acts as if driven by a motor

3. Impulsivity•Blurts out answer abruptly before the question is completed•Intrudes in conversations•Has difficulty in waiting for turn

AUTISM

People with Autism have difficulties in:

1. Response to Sensory Information2. Social Interaction3. Verbal and Nonverbal Communication4. Behaviour

PROFILES OF AUTISM

• Be overly sensitive in sight, hearing, touch, smell, or taste

• Have unusual distress when routines are changed

• Perform repeated body movements• Show unusual attachments to objects

1. Communication Problems

• Cannot start or maintain a social interaction• Communicates with gestures• Develops language slowly or not at all• Does not gaze to look at objects that others

are looking at• Does not attract others’ attention but others

need to look at what attracts the child’s attention

• Repeats certain words

2. Social Interaction

• Does not make friends• Does not play interactive games• Cannot respond to eye contact or smiles• Treat others as inanimate• Spends time alone• Lack of empathy

3. Response to Sensory Information

• Does not startle at loud noises• Heightened or low senses of sight, hearing,

touch, smell or taste• Normal voices might be annoying• Withdraws from physical contact as it might

be overwhelming• Licks objects• Either heightened or low response to pain

4. Behaviours

• Narrow interests• Overactive or passive• Aggressions towards others or to self• Repetitive body movements without any

change• Short attention span

DYSLEXIA

DEVELOPMENTAL READING DISORDER

General Symptoms

• Difficulty determining the meaning of a simple sentence

• Difficulty learning to recognize written words• Difficulty rhyming

PROFILES OF DYSLEXIC

• Sees letters as flying objects• Confuses between the letters which are

written in similar way• Wrong way of writing letters• Does not focuses into the content but looks

into the tiny detail• Affects students’ arithmetic and writing

HEARING IMPAIRMENT

PROFILES OF STUDENTS WITH HEARING IMPAIRMENT

• Unable to respond to instructional language• Does not perceive the spoken language• Surrounded by wall of silence in their lives• Isolates themselves socially and emotionally• Always in frustrated mood and state of

confusion• Psychologically imbalanced

Causes and Consequence

• All developmental disorders have a strong

genetic component.

• Children with language impairments have an

affected family member (Stromswold, 1998).

Some other reasons:

• Exposure of language• Influence of native language• Attitude towards the language/motivation• Physical disabilities

Dyslexia : Genetic causes

• Specialist doctors and researchers are not

sure what causes a person to develop

dyslexia.

• Inherited; often runs in families.

Dyslexia :Acquired dyslexia

• Acquired the condition after they were born.

• Brain injuries, stroke or some other type of

trauma.

Consequences

• Different for each person and depends on the severity of the condition

• common effects : problems with reading, spelling, and writing

• experience great problems when more complex language skills are required, such as grammar, understanding textbook material, and writing essays.

• can also have problems with spoken language.

• difficult to express themselves clearly, or to fully comprehend what others mean when they speak.

• affect a person's self-image. Perceived as "dumb"

Autism : Causes

• Influenza during pregnancy - doubles autism risk for

the child

• Persistent fever during pregnancy

• Antibiotic usage during pregnancy - slightly raises

autism risk for the child

• Genetics

Consequences

• All children on the autistic spectrum will have deficits in pragmatic language.

• Pragmatic language : social use of language• speech disorder makes it even more difficult

for these children to learn to communicate

• difficulty communicating nonverbally, such as

through hand gestures, eye contact, and facial

expressions.

• problems with the meaning and rhythm of

words and sentences.

Hearing Impairment : Causes

• Exposure to loud noise.

• Head trauma.

• Virus or disease.

• Aging

Consequences

• Learn a language by listening to the sounds of the language.

• Cannot hear the language, sequally leads to inability to speak the language.

• Listening and Speaking skills would be greatly affected.

ADHD : Causes

• ADHD has a strong genetic component.

• Smoking or drinking during pregnancy.

• Recent studies show that the brain chemical,

dopamine, may play a role in ADHD.

• It is linked to many functions, including

movement, sleep, mood, attention, and

learning.

• Children with language problems often have

related auditory processing difficulties .

• typical problematic areas :

-speed of processing-auditory memory & auditory attention,-processing of auditory information-auditory analysis -auditory discrimination

Consequences

• Short-term auditory memory weakness

• Problems following instructions

• Slow speed of processing written and spoken

language

• Difficulties listening in distracting environments e.g.

the classroom

• Problems in listening for information when someone

is talking or reading expecting them to listen - they

may miss out on details, or get the details but be

unable to grasp the 'main idea'

• Getting information from reading - reading

comprehension.

Summary

• A language disorder is a significant delay in the use and/or understanding of spoken or written language.

• The disorder may involve the form of language (phonology, syntax, and morphology), its content or meaning (semantics), or its use (pragmatics), in any combination

• Language disorders can be classified according to the aspect of language that is impaired (phonology, syntax, morphology, semantics, and/or pragmatics); its severity (mild, moderate, or severe); whether it affects comprehension (receptive language), production (expressive language), or both.

• The primary risk for young children with language disorders is subsequent reading and academic learning difficulties.

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