Batshaw, M. L., Roizen, N. J., & Pellegrino, L. (2019). Children with disabilities, 8th ed. Paul H. Brookes
In a double-spaced two-page essay reflection (using 12-point font), you will briefly summarize the main points of the chapters you read and state how you would use this information in your future when working with young children. Following APA format requirements, you must use in-text citations in your reflection and add a reference list at the end of your essay reflection.
Chapter 17 of the book “Speech and Hearing Disorders” discusses various speech impairments, including phonological disorders, word substitutions, distortions, gliding, and final consonant deletion. The authors also highlight the possibility of comorbid disorders where a child may have both a speech-language illness and another condition, such as attention deficit disorder. The diagnostic process involves a collaborative effort between a pediatrician, speech-language pathologist, and audiologist who assess the child based on specific criteria. Once diagnosed, treatment typically requires speech therapy. In some cases, additional visits to psychiatrists or psychologists may be necessary.
As an inspiring kindergarten teacher, I found Chapter 18 particularly interesting as it discusses autism spectrum disorder (ASD) in detail. ASD is a neurodevelopmental disorder characterized by impaired social communication and interaction, as well as repetitive behaviors or interests. Although symptoms can vary, these are the core domains of ASD. Children with ASD may also have other conditions such as intellectual disabilities and attention-deficit/hyperactivity disorder. When combined with ASD, these co-occurring conditions can impact children’s cognitive and adaptive functions. Therefore, early intervention is essential. Behavior therapy is an effective method to help children improve their communication, socialization, and adaptive skills.
References:
Batshaw, M. L., Roizen, N. J., & Pellegrino, L. (2019). Children with disabilities, 8th ed. Paul H. Brookes
Sample Answer
Sample Answer
In Chapter 17 of the book “Children with Disabilities,” Batshaw, Roizen, and Pellegrino (2019) delve into the topic of speech and hearing disorders. The chapter provides an overview of various speech impairments, including phonological disorders, word substitutions, distortions, gliding, and final consonant deletion. The authors emphasize the possibility of comorbid disorders, where a child may have both a speech-language illness and another condition, such as attention deficit disorder.
The diagnostic process for speech and hearing disorders involves a collaborative effort between a pediatrician, speech-language pathologist, and audiologist. These professionals assess the child based on specific criteria to determine the presence and nature of the speech impairment. Once diagnosed, treatment typically involves speech therapy, where the child engages in various exercises and activities to improve their speech skills. In some cases, additional visits to psychiatrists or psychologists may be necessary to address any underlying psychological or emotional factors that may be contributing to the speech disorder.
As an aspiring kindergarten teacher, this information is invaluable to me as it equips me with a better understanding of speech and hearing disorders that young children may experience. By being aware of the different types of speech impairments and their potential comorbidities, I can better identify and support children who may be struggling with their speech skills in the classroom. Additionally, knowing about the collaborative diagnostic process allows me to communicate effectively with other professionals involved in assessing and treating speech impairments, ensuring that the child receives the appropriate intervention.
Chapter 18 of the book focuses on autism spectrum disorder (ASD), which is a neurodevelopmental disorder characterized by impaired social communication and interaction, as well as repetitive behaviors or interests. The authors emphasize that symptoms can vary widely among individuals with ASD but highlight the core domains of impaired social communication and interaction. Children with ASD may also have other conditions such as intellectual disabilities and attention-deficit/hyperactivity disorder, which can further impact their cognitive and adaptive functions.
Early intervention is crucial for children with ASD, as it can greatly improve their outcomes. Behavior therapy is recognized as an effective method to help children with ASD improve their communication, socialization, and adaptive skills. This therapy involves teaching children specific behaviors and providing positive reinforcement when they engage in desired behaviors. By incorporating behavior therapy techniques into my teaching practices, I can create an inclusive classroom environment that supports the diverse needs of children with ASD.
In conclusion, the information presented in Chapters 17 and 18 of “Children with Disabilities” has provided me with valuable insights into speech and hearing disorders as well as autism spectrum disorder. Armed with this knowledge, I am better equipped to identify and support children who may be experiencing these challenges. By collaborating with professionals from various disciplines and incorporating evidence-based interventions into my teaching practices, I can create an inclusive environment that fosters the development and growth of all young children.
