Latest update 28.08.2019 Category: Education

Speech, Language, and Hearing Disabilities, part. 2 essay

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Similarly, some instructional material may be difficult for students with certain disabilities. For instance, when showing a video in class you need to consider your audience. Students with visual disabilities may have difficulty seeing non-verbalized actions; while those with disorders like photosensitive epilepsy may experience seizures with flashing lights or images; and those students with hearing loss may not be able to hear the accompanying audio. Using closed-captioning, providing electronic transcripts, describing on-screen action, allowing students to check the video out on their own, and outlining the role the video plays in the day’s lesson helps reduce the access barrier for students with disabilities and allows them the ability to be an active member of the class. Additionally, it allows other students the opportunity to engage with the material in multiple ways as needed. (Burgstahler & Cory, 2010; Scott, McGuire & Shaw, 2003; Silver, Bourke & Strehorn, 1998)

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Notice: The Institute on Disabilities will be closed during Temple University's winter break, beginning at close of business on Friday, December 22, 2017 through Monday, January 1, 2018. We will resume normal business hours on Tuesday, January 2, 2018.

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- Introduction Writing treatment for aphasia using phonological training works best when speaking nonsense. Either nonsense or Italian. Six writing treatment studies demonstrate that research for phonological training treatment is at Phase II. Such treatment would be in a Phase III level of evidence if the studies reviewed had quasi-experimental studies or closer examinations of efficacy. Phonological writing treatment is still in Phase II as illustrated by these three similarities in research efficacy: first, how inconsistent procedures in research obscure a standardized research protocol; second, how irrelevant outcomes confuse data; and third, how the lack of clearly defined participant ch... [tags: aphasia, speech and language disorders]

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The long-term educational effects of a hearing loss can depend to a great extent on the age at which the loss occurred. Children with hearing and those with hearing losses (of normal or above average intelligence) follow the same pattern of cognitive development, including initial phases of language development such as babbling and the production of other sounds. Further development may, however, proceed at a different rate in children with hearing loss. Between the ages of one and three, the average child’s vocabulary jumps from 200 words to 900 words. This is when both hearing and nonhearing children make the greatest gains in language acquisition. A child who has not begun to build a vocabulary or to figure out the rules of grammar by age three can find these tasks extremely difficulty later on. That is why early intervention programs for students with hearing disabilities are extremely important. (See Principles & Practice: Early Intervention Programs.) It is critical, according to some experts (Solit, Taylor, & Bednarczyk, 1992), for children to experience rich language environments whether they can hear or not.

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The department offers a highly customizable undergraduate program and a nearly 100 percent graduate student employment rate. In state-of-the-art research labs, students work alongside faculty and clinicians to understand the pressing topics of the day, including teaching children with autism spectrum disorder how to develop healthy eating habits, finding ways to help people with aphasia communicate and helping transgender people find their voice.


My son has been going to Speech Language and Hearing Associate of Greater Boston for over nine years. Diagnosed at an early age with Apraxia of Speech in addition to a complex mixture of learning disorders, his developmental and academic road has been a difficult one. As he has progressed from a toddler to a pre-teen, the therapists here have continued to encourage him, set and achieve new goals, and provide the support he needs. Our long-time therapist is an invaluable resource to me and has become a major influence in helping our son reach his full potential. She is part of our Team! Dr. Maura Marks and the entire staff at Speech, Language and Hearing Associates are a caring group of professionals I would highly recommend. Our family could not be happier with our experience.