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    #1

    Talking Please review my essay HOW CAN LANGUAGE DISORDERS IN CHILDREN AFFECT THEIR EDUCATION?

    Hello all, I worked on this essay yesterday. It's due on friday at 8am! I'd appreciate constructive criticism or being brutal. I need an A. Thank you!


    A language disorder is basically when one or more of the essential learning procedures involved in understanding, spoken, or written language is impaired. These include difficulties in phonology, morphology, syntax, semantics, and pragmatics or just one certain area.
    When children are obtaining an education, language disorders affect their three rule-governed domains they use which includes form, content, and use. Some children will obstacles in one area or more. If itís one domain are a child is having an issue in, itís called a focal disorder. If itís multiple domains, it called a diffuse or widespread disorder. These children will most likely have setbacks starting conversations with other cohorts, participating in extended discussions, or lack of communicative behaviors in variety of ways such as questions, requests, and greetings. There are severities in language disorders in affecting education or in general which include mild to profound. Mild impairments may have a bit impact on the childís capability to operate in social or academic settings, but does not prevent participation in typical activities in school or community. Moderate impairments include an apparent amount that entails special accommodations for the child to engage in community and academic environments. Severe impairments is greatly challenging for a child to execute in the community and educational activities without common supports. Last, profound impairments indicate that the child basically has little to no capability to acquire language to communicate and is incapable to pursue in a community and educational setting or activities.





    Specific Learning Impairment is a language disorder that common among preschool and school-age children. It a fundamental, developmental, language abnormality of the speech apparatus, autistic disorder, acquired brain damage or hearing loss. Signs of language hardships may appear early as the first and second years of life, generally when toddlers are slow to verbalize are just diagnosed as late talkers rather than language impaired. Due to the fact 60% of late talkers surpass their language complications by the age of 3. SLI affects a childís education when they learn new words through the elementary years, word-finding problems, belated use of verb markers, struggles in group conversations, naming errors, struggles in maintaining topics, poor social language, problems in social skills and behaviors, and inappropriate feedback to questions and comments. For SLI, there is no known cause.



    Next is Autism Spectrum Disorder, the umbrella term for characterizing an assortment of developmental aspects that implicate some degree of predicaments with communication and interpersonal relationships, as well as obsessions and repetitive behaviors. Autism spectrum disorder incorporates 4 types of disabilities: Autism, Aspergerís Syndrome, Childhood Disintegrative Disorder, and Pervasive Developmental Disorder-Not Otherwise Specified. Children with ASD generally have issues in the community and educational setting, which will most likely prevent them from progressing. Children in preschool and during the primary years usually have low use of nonverbal behaviors during communication, issues in commencing conversations with peers, restricted vocabulary, repetitive language, limited captivation in play with cohorts, tantrums, or self-injury in order to get attention. In adolescents, they have a difficulty understanding nonliteral uses of languages, trouble comprehending written text, problematic in nonverbal behaviors during communication, and limited range of communicative functions or purposes in an educational setting.



    Autism is an intricate neurobehavioral disorder that encompasses impairments to form social relationships, communicate with others, developmental language, and rigid repetitive behaviors. When in school, these children usually exhibit no interest in socializing games, daily routines, and little to none consciousness of the feelings or wishes for peers. Children with autism also never evolve oral language skills, if evolved, it is normally repetitive language. Furthermore, children with autism display limited and monotonous of behaviors, interests, and activities. For example, my older brother is mildly autistic. He didnít start talking much until around 5-6 years old. My mother would always tell me, he would run off outside only and line up his action figures in order.



    Childhood Disintegrative Disorder is a scarce condition that portrays a late developmental setback in language, social function, bowel/bladder function, and motor skills. These issues appear on children under 10 years old, when they suddenly lose the skills listed above. Children with CDD in an educational setting as well have problems in interacting with peers, communication skills, and display limited and monotonous behaviors. On YouTube, there is a video of ď6 year oldĒ boy who lost his skills to speak. His teacher/caretaker is trying to play with him in the playroom, but he displays interest in flipping the light switch over and over.
    Aspergerís Syndrome is difficulties in interaction, nonverbal communication, limited and monotonous behaviors. Aspergerís is known as the highest functioning end of Autism Spectrum. Children with Aspergerís language skills happen to be advanced and not looked at as clinically disordered. Due to their difficulty in social relationships, children with Aspergerís obstacles are using language as a tool to social and preserving social relationships. An example is, this Canadian show named ďDegrassiĒ had a boy with Aspergerís. He was really intelligent, but noticed he was different from his peers by the way he was generally isolated, wearing the same clothes every day, and just finding interest in robotics only. He also displayed no consideration of his peerís feelings or no awareness of his actions. He pushed a girl because she used his pen to sign something. He often got frustrated with himself. It didnít particularly affect his education academically, just social relationships in the educational setting. Another example is that people say, Albert Einstein and Sir Isaac Newton had Aspergerís.



    Last, Pervasive Development Disorder -Not Otherwise Specified is when children who have serious issues with interacting socially, communicating in general, and demonstrate repetitive behaviors, but it is not the appropriate criteria for Autism, Childhood Disintegrative Disorder, or Aspergerís syndrome.



    Intellectual disability and Traumatic Brain Injury also are language disorders that contribute to affecting childrenís education. Intellectual disability is also known as mental retardation and its impairment of cognitive functioning and deficits in two or more adaptive behaviors. Its two main key focuses are limitations in intelligence and limitations in adaptive behavior and the activities of the daily living. Children that have an intellectual disability are normally reluctant to affirm their vocabulary. An intellectual disability has classifications such as mild, moderate, severe, and profound. Children with a mild learning difficulty are generally able to work, socialize, and subsidize to society. If they were in an English class they wouldnít understand idiomatic expressions, use of conjunctions to array their thoughts, or breakdowns during communication. Children with a moderate disability are independent to an extent in terms of self-care and obtaining communication and academic expertise. Next, severe disability canít learn to articulate themselves. They conclude little to no sounds, words, or gestures, which will definitely their educational setting. Last, profound disability is extreme limitations in self-care, communication, and mobility. The best care for children with a profound disability would be a hospital setting. They have a lack of vocabulary usage, and constant supervision, causing a strain on education, and community setting. For example, there is actually a famous actress that I enjoy watching on TV that has an intellectual disability. She has Down syndrome, and her name is Jamie Brewer. She displays that she can take care of herself and still can do normal activities by the different roles she does.



    Traumatic Brain Injury is damage towards an individualís brain. Children with TBI usually will have language comprehension difficulties such as a lowered attention span and low speed to process information. Also, another difficulty is an understanding of new learned language information such as vocabulary, difficulties in word retrial and rapid naming. A child with TBI will most likely have a hard time with their cognitive, executive, and behavioral skills. Majority of these skills, you need for educational purpose to progress.



    Children with language disorders usually do not perform at grade level. It conflicts with their reading, understanding, language use, judgment, and social relationships

    WORKS CITED

    Justice, L. M. (2010). Communication sciences and disorders: A contemporary perspective. (2nd ed.) Boston: Allyn & Bacon

  1. 5jj's Avatar
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    #2

    Re: Please review my essay HOW CAN LANGUAGE DISORDERS IN CHILDREN AFFECT THEIR EDUCAT

    Welcome to the forum, shesanechoo.

    We like to help when we can, but we don't help with homework. Your teacher wants to know what you can do, not what we can do.

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    #3

    Re: Please review my essay HOW CAN LANGUAGE DISORDERS IN CHILDREN AFFECT THEIR EDUCAT

    Oh I saw people had critiques on their essays. But okay.

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    #4

    Re: Please review my essay HOW CAN LANGUAGE DISORDERS IN CHILDREN AFFECT THEIR EDUCAT

    Quote Originally Posted by shesanecho View Post
    Oh I saw people had critiques on their essays. But okay.
    Some people do, but we check that it's not homework or an assignment first. I'm sure you can understand why it would be pointless for you to hand in a piece of work that you did not write yourself. I don't think your teacher would be very impressed if you handed in an essay with the comment "I wrote most of this but then I got some native speakers and teachers to correct it before I gave it to you".
    Remember - if you don't use correct capitalisation, punctuation and spacing, anything you write will be incorrect.

  3. charliedeut's Avatar
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    #5

    Re: Please review my essay HOW CAN LANGUAGE DISORDERS IN CHILDREN AFFECT THEIR EDUCAT

    Quote Originally Posted by emsr2d2 View Post
    if you handed in an essay with the comment "I wrote most of this but then I got some native speakers and teachers to correct it before I gave it to you".
    And some non-natives, even!
    Please be aware that I'm neither a native English speaker nor a teacher.

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