Sharing Student Projects

"For this assignment, I have chosen to focus on speech and language disorders due to their significant yet often overlooked impact on children’s learning and development. There is a common misconception that children will naturally outgrow speech and language difficulties, leading to delayed interventions and missed opportunities for support. Furthermore, the COVID-19 pandemic has exacerbated developmental challenges in this area, with increased cases of delayed speech and communication difficulties among young learners. My professional interest in this topic stems from a desire to understand how teachers can effectively identify, support, and accommodate students with speech and language disorders to enhance their educational outcomes. Firstly, it must be acknowledged that speech and language disorders (SLD) refer to a range of conditions that affect an individual's ability to communicate effectively. According to the American Speech-Language-Hearing Association (ASHA, 2023), these disorders can be broadly categorized into speech disorders (which impact the production of sounds) and language disorders (which affect the understanding and use of language).

Hirsch, (2019) explains that speech disorders involve difficulties with articulation- production of speech sounds, fluency-flow and rhythm of speech, or voice production-pitch, volume and resonance. Whereas language disorders affect an individual's ability to comprehend, and use spoken or written language.

According to Shriberg and Kent (2013) they highlight that speech disorders can significantly impact communication and social interactions, as they may lead to difficulties in being understood, reduced participation in conversations, and potential social isolation. These challenges can affect academic performance, self-esteem, and long-term personal and professional relationships. Their research emphasizes the importance of early diagnosis and intervention to mitigate these effects and support effective communication development.

Early diagnosis and intervention are crucial in managing speech and language disorders, as they can significantly impact social interaction, academic achievement, and overall quality of life. According to Owens (2024), a functional approach to assessment and intervention emphasizes the importance of early identification and tailored strategies to address individual needs, thereby enhancing communication effectiveness and reducing potential negative outcomes.

Barriers to effective inclusion often stem from a lack of resources and training for educators. Teachers may feel ill-equipped to support children with speech and language disorders, leading to inconsistent implementation of strategies that could facilitate learning. Additionally, large class sizes can hinder individualized attention, making it difficult for teachers to address the specific needs of each child. The systematic review by Cirrin et al. underscores the necessity for schools to adopt evidence-based practices that are informed by research, which can help mitigate these barriers and enhance the educational experience for all students (Cirrin et al., 2010).

Despite these challenges, on my placement children with speech and language disorders possess unique strengths that can be harnessed within the classroom. Many of these children exhibit resilience and creativity, often developing alternative strategies that can enrich classroom discussions and the communication landscape. Furthermore, their experiences can foster empathy and understanding among peers, promoting a more inclusive classroom culture. Educators can leverage these strengths by incorporating collaborative activities that allow children to work together, thereby enhancing social skills. Communication programs such as “Circle of friends or Talk to a Buddy” had been implemented to increase opportunities for socialisation, demonstrating positive outcomes in peer relationships and social development (Avivit Ben-Aharon, 2023).

To support access to learning for children with speech and language disorders, educators can implement several strategies and resources. For instance, using visual aids, such as pictures and charts, can help children better understand and express their ideas. Additionally, incorporating technology, such as speech-to-text applications, can provide alternative means of communication. Cirrin et al. advocate for the inclusion model of therapy, which allows children to receive support within the classroom context, thus facilitating natural communication opportunities with peers (Cirrin et al., 2010). This model not only promotes inclusivity but also helps children generalize their skills in real-world situations.

I observed the use of technology being used in my inclusion school to aid children in oral activities and the inclusion of them in the classroom created a more diverse and enriching environment. Voice recorded buttons for certain sounds were recorded by the teacher which the children could press and recall and mimic. This personalised and active task engaged the pupils and was embedded into the weekly routine. This highly structured setting created a positive impact upon selected children and fostered their speech growth by being tailored to their needs (Cash et. al, 2013).

Practical activities that encourage communication can also be beneficial. For example, implementing structured peer interaction sessions, where children are paired with classmates for specific tasks, can enhance their social communication skills (Lloyd-Esenkaya.et.al, 2020). Role-playing scenarios can further provide a safe space for children to practice their speech in a supportive environment (Leob. et.al., 2021). Moreover, regular collaboration between speech-language pathologists and classroom teachers can ensure that strategies are consistently applied and tailored to each child's needs (Cash et. al, 2013).

These experiences have reinforced my understanding of the importance of targeted interventions and the necessity of fostering an inclusive mindset among educators."

In conclusion, this assignment has deepened my understanding of inclusive education, particularly regarding the challenges faced by children with speech and language disorders. I have learned that inclusion is not only about ensuring access to education but also about actively identifying and addressing individual needs through targeted support and interventions. Moreover, I have learned to implement a combination of technological and human resources to help children create improvement in their speech and language growth. Moving forward into my next placement, I aim to build on my professional understanding by applying inclusive strategies more effectively in practice. This will include actively identifying students who may require additional support, collaborating with specialists, and refining my ability to differentiate instruction. Observing best practices and reflecting on my teaching approaches will further enhance my ability to create an inclusive learning environment. By adopting a perspective of equity of access to the curriculum, I can enhance the impact of my teaching on each individual child. Ensuring that all students, regardless of their learning needs, have the resources and support necessary to succeed is key to fostering an inclusive classroom. Through continuous professional development and reflection, I aim to become a more effective educator, committed to making learning accessible and meaningful for all students.