Spoken Language

1. (Polloway, E, Patton, J, Serna, L & Bailey-Joseph, J. (2018). Strategies for Teaching Learners with Special Needs. (11th, ed). New York, NY: Pearson Education, Inc. This textbook discusses how to identify the types of language disorders and disabilities that may be present with students. It also covers both formal and informal assessment strategies that can utilized. Finally, it helps to pin-point effective instructional strategies for teaching spoken language.

2. Language and literacy: Helping students with spoken language, reading, writing, and spelling. National Council for Special Education. Retrieved from https://www.sess.ie/dyslexia-section/language-and-literacy-helping-spoken-language-reading-spelling-and-writing. This section of the website interprets research of how drawing student's attention to to the most critical aspects of oral language in the reading process can assist with early literacy development. Furthermore, it gives guidance on developing a child's speaking skills such as taking your child for a walk and talking about what you see and hear. Lastly, it offers timelines for seeking help if a child has not yet begun to speak regularly.

3. (2018). LSL strategies and techniques. Hearing First: Powering Potential. Retrieved from https://hearingfirst.org/en/learning-growing-lsl/lsl-strategies-techniques. This website offers specialized LSL strategies that can be learned to instruct children in learning spoken language through listening. According to this organization's representatives, these strategies and techniques help children take full advantage of an open doorway to the brain, which is pre-wired to learn spoken language. These strategies are meant to be deployed for everyday activities and in a loving way by parents and teachers.

4. (2018). Helping children with communication disorders in the schools. Reading Rockets. Retrieved from http://www.readingrockets.org/article/helping-children-communication-disorders-schools. This article discusses the different types of speech disorders that can affect a child's voice clarity, fluency, and voice quality. Furthermore, it talks about how prevalent these disorders are with valid national statistics of public schools served under the IDEA act. Finally, it lays out the signs a child may exude that point towards a communication disorder.

5. (2013). Speech or language impairments. Project Ideal: Informing and Designing Education for all Learners. Retrieved from http://www.projectidealonline.org/v/speech-language-impairments/. This resource lays out the prevalence of speech and language disorders with 20% of all special education students receiving some type of help for this in school. It also identifies three different types of language disorders in articulation, fluency, and voice. Furthermore, it discusses various teaching strategies to remedy this disorder and the benefits of assistive technology in order to do so.

6. (2015). Classroom challenges: Working with Pupils with Communication disorders. Journal of Education and Practice. Vol. 6(9). 18-22. Retrieved from https://files.eric.ed.gov/fulltext/EJ1082466.pdf. This article exams the relationship between communication disorders and learning from a very basic and simplistic viewpoint. One of the article's main goal is giving teachers a general understanding of these disorders in order to actively engage with students in the classroom, and with appropriate strategies. Likewise, the writers hope students with language and speech disorders do not get excluded from a classroom in the future.