Language and Speech Disorders and Appropriate Interventions

Clinical Field Experience A: Language and Speech Disorders
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Clinical Field Experience A: Language and Speech Disorders
Fieldwork interaction with learners with speech and language disorders reveals areas one must remain aware of when educating such individuals. My recent engagement with these learners while collaborating with a K-5 classroom teacher was insightful about the dynamic experiences of teaching these children. The exposure lasted approximately 6 hours in a local education facility for students with learning disabilities. This experience enabled me to acknowledge the diverse learning challenges characterizing such classroom settings, the impact of these impairments and disabilities on the learners’ academic and social skills growth, and the various techniques educators use to intervene and assist these individuals.
The emergence of speech and language impairments is commonplace among children in the early childhood period. During my field practice for this activity, I encountered children with unique disorders, including autism, traumatic brain injury, and specific learning disabilities. One of the primary observations was that they had varied learning challenges ranging from phonology-related issues affecting sound patterns, vocabulary determining the words a child could utter, and grammar issues. Others depicted challenges affecting their narrative, morphology, and pragmatic contexts of a language (Law et al., 2017). Such learning disabilities dominate the issues facing children in classroom settings and professional practice.
The K-5 classroom educator informed me that her learners depict varying capacities to socialize or achieve academic milestones due to speech and language impairments. For instance, she argued that these challenges often derail some individuals through pragmatic barriers that make it challenging to interact with their peers in learning settings. Such an aspect leads to social isolation due to the challenges of establishing and maintaining conversations. These outcomes may diminish the learners’ self-esteem and confidence. Besides this social aspect, children also grapple with expressing themselves orally and responding to classroom questions. This difficulty extends to written contexts, slowing their academic progression, especially in satisfying language...