Republic of the Philippines

CAVITE STATE UNIVERSITY

Don Severino de las Alas Campus
Indang, Cavite, Philippines
 (046) 8620-290/ (046) 4150-013 loc 221
www.cvsu.edu.ph

College of Education
TEACHER EDUCATION DEPARTMENT

“GETS N’YO?”: COMMUNICATION DISORDERS

INSIDE THE LEARNING FIELD

EDUC 65: FOUNDATION OF SPECIAL AND

INCLUSIVE EDUCATION
Mr. Harold S. Cerdon

Cenizal, Jewel V.
De Castro, Leo Angelo M.
Digno, Ayessa Carylle E.
Tableza, Deborah C.
BSEd Social Studies 1-1
 “GETS N’YO?”: COMMUNICATION DISORDERS INSIDE THE LEARNING FIELD

INTRODUCTION
If the walls of the classroom could speak, perhaps it would reveal that one of the most
used catchphrases is ―Gets n’yo?‖ (Did you get it [he lesson]?) We know that as
students, we’ve heard this phrase once or twice in our academic journey. We would
always have that one teacher that would ask us ―gets n’yo?‖, every time he/she makes
a point. This is a form of communication inside the classroom.

Communication is an indispensible resource in the teaching and learning field; it can be

likened to a stream from which all knowledge flows from a single point to the recipients.
Communication enables the instructor to pass on the knowledge to the students – and
vice versa. Through an effective communication, learning become effective and at the
same time, affective. What the students learn are not just evaluated through
standardized examinations, but on how well do they apply those lessons in life. We can
say that communication is vital to get our points across. However, communication inside
the classroom is not limited to the teacher speaking or discussing the lessons to the
students, but the students responding to the instructors as well.

What happens then, when a factor impedes effective communication inside the
classroom? What if a student cannot communicate properly? How would the teacher
respond?

This paper explores the possible disorders inside the learning field, and gathers in the
resources that might aid both the instructor and the student to overcome this disorder
and successfully impart the information needed.

In this course, future educators must pay close attention to the right conduct and
approach of teachers to students with special needs. It is our goal in the future that we
can give more effort in understanding our students with special needs because they are
still our students after all, and we do not have the right to select which students have the
privilege to learn – it is for everyone, be that he is suffering from a communication
disorder or not.

We must aim to hear from our students, the enthusiastic response: ―Yes po, nagets po
namin!‖ to our perennial question, “Gets n’yo?”.
 LESSON CONTENT
DEFINITION
A communication disorder is any disorder that affects an individual's ability to
comprehend, detect, or apply language and speech to engage in discourse effectively
with others. (Collins, 2011)
According to St. Louis Children’s Hospital (n.d.), a child with a communication disorder
has trouble communicating with others. He or she may not understand or make the
sounds of speech. The child may also struggle with word choice, word order, or
sentence structure.
A communication disorder is an impairment in the ability to receive, send, process, and
comprehend concepts or verbal, nonverbal and graphic symbol systems. A
communication disorder may be evident in the processes of hearing, language, and/or
speech. A communication disorder may range in severity from mild to profound. It may
be developmental or acquired. Individuals may demonstrate one or any combination of
communication disorders. A communication disorder may result in a primary disability or
it may be secondary to other disabilities. (Block, F., et al, 1992)
A communication disorder is a neurodevelopmental disorder characterized by
impairments in sending, receiving, processing, or comprehending verbal, nonverbal, or
graphic language, speech, and/or communication. Communication disorders may be
developmental or acquired - secondary to trauma or neurological disorder. (Landa R, et
al, 2017)
The Diagnostic and Statistical Manual of Mental Disorders (2013) lists four main types
of communication disorders:
1) Language Disorders
A language disorder is characterized by difficulty conveying meaning using
speech, writing, or even gestures. There are two main types of language
disorders: receptive and expressive. Causes of language disorders are
unknown in many children. Known causes may include hearing loss, intellectual
disabilities, emotional disturbance, a lack of environmental exposure to language,
or brain injury.
a) Receptive Language Disorder
- Difficulty understanding words and/or sentences
- Difficulty attending to the speech of others
- Difficulty with following directions and learning
b) Expressive Language Disorder
- Difficulty using the right words when talking
- Difficulty combining words to make sentences
- Limited vocabulary
- Difficulty putting sentences together correctly
2) Speech- Sound Disorders

A child with a speech sound disorder is unable to say all of the speech sounds in
words past a certain age (St Louis Children’s Hospital, 2001).

This can make the child’s speech hard to understand. People may not
understand the child in everyday situations. For most children, the cause of the
speech sound disorder is unknown.

Other speech sound disorders can be linked to things such as a cleft palate,
problems with the teeth, hearing loss, or difficulty controlling the movements of
the mouth.

Therefore, one has difficulty making certain speech sounds. This can make the
child hard to understand.

3) Childhood-Onset Fluency Disorder (Stuttering)

This disorder can last from childhood until adulthood. (St Louis Children’s
Hospital, 2001)

Stuttering is the most common type of fluency disorder. It happens when there
are a number of abnormal repetitions, hesitations, prolongations, or blocks in this
rhythm or flow of speech.

At present, the cause is most likely linked to underlying neurological differences

in speech and language processing. Internal reactions from the person talking,
and external reactions from other listeners, may impact stuttering, but they do not
cause stuttering.

4) Social / Pragmatic Communication Disorder (PCD)

Social Communication Disorder encompasses problems with social interaction,
social understanding and pragmatics. For example, it’s important for children to
develop the ability to use language differently when playing with, say, a younger
child versus a teacher. (Murray, 2015)
Social communication disorder is characterized by difficulties with the use of
verbal and nonverbal language for social purposes. Primary difficulties are in
social interaction, social cognition, and pragmatics. (American Speech Language
Hearing Association, n.d.)
5) Unspecified Communication Disorder
Under this, we have gathered a few more disorders that are left by the
Diagnostic and Statistical Manual of Mental Disorders that we think might be
encountered in a classroom:
 a) Voice Disorders
The voice is produced as air from the lungs moves up through and vibrates the
vocal folds. This is called phonation. With voice disorders, the voice may be
harsh, hoarse, raspy, cut in and out, or show sudden changes in pitch. Voice
disorders can be due to vocal nodules, cysts, papillomas, paralysis, or weakness
of the vocal folds.
b) Resonance Disorders
Resonance is the overall quality of the voice. A resonance disorder is when the
quality of the voice changes as it travels through the different-shaped spaces of
the throat, nose, and mouth. Resonance disorders include the following:
i) Hyponasality (Denasality): This is when not enough sound comes through the
nose, making the child sound ―stopped up.‖ This might be caused by a
blockage in the nose, or by allergies.
ii) Hypernasality: This happens when the movable, soft part of the palate (the
velum) does not completely close off the nose from the back of the throat
during speech. Because of this, too much sound escapes through the nose.
This can be due to a history of cleft palate, a submucous cleft, a short palate,
a wide nasopharynx, the removal of too much tissue during an
adenoidectomy, or poor movement of the soft palate.
iii) Cul-de-Sac Resonance: This is when there is a blockage of sound in the
nose, mouth, or throat. The voice sounds muffled or quiet as a result.

c) Auditory Processing Disorder

This is characterized by impairment of the auditory processing, resulting in

deficiencies in the recognition and interpretation of sounds by the brain. It
may include hearing loss or weak hearing capabilities. (International
Statistical Classification of Diseases and Related Health Problems)

CRITERIA FOR IDENTIFICATION

There are a lot of ways to identify or sense certain symptoms of these disorders. The
following list is taken from the DSM 5- Diagnostic Criteria for Communication and Other
Neurodevelopmental Disorders, published in 2013.
Language Disorder
The diagnostic criteria for language disorder include ―persistent difficulties in the
acquisition and use of language across modalities (i.e., spoken, written, sign language,
or other) due to deficits in comprehension or production‖ and language abilities that are
―substantially and quantifiably‖ below age expectations.
Other criteria for identifying language disorder include:
 - If the child does not use any words by 16-18 months.
- The child cannot follow simple instructions, such as "Give me your shoe" by
18 months
- The child cannot point to body parts or common objects when asked by 18
months
- The child has not started combining words by age 2
- The child does not use complete sentences by age 3
- The child imitates or ―echoes‖ parts of questions or commands instead of
responding appropriately by age 3. For example, when asked "What's your
name?" the child says, "Your name"
- The child’s sentences are still short or jumbled by age 4
- The child often uses words incorrectly by age 4. For example, a child may say
"cut" for "scissors," or "dog" for "cow"
Speech Sound Disorder
The key diagnostic criterion for speech sound disorder includes ―persistent difficulty
with speech sound production that interferes with speech intelligibility or prevents verbal
communication of messages.
A child with speech sound disorder would often exhibit the following signs:
- The child doesn't babble using consonant sounds (particularly b, d, m and n)
by age 8 or 9 months.
- The child uses mostly vowel sounds or gestures to communicate after 18
months.
- The child's speech cannot be understood by many people at age 3.
- The child's speech is difficult to understand at age 4 or older.
Childhood-Onset Fluency Disorder
The diagnostic criteria for childhood-onset fluency disorder (stuttering) are
―disturbances in the normal fluency and time patterning of speech …‖ and the
disturbance causes ―anxiety about speaking ….‖
Other signs used in identifying fluency disorder include:
- The child has an abnormal number of repetitions, hesitations, prolongations,
or blocks in the natural flow of speech.
- The child exhibits tension during speech.
- The child avoids speaking due to a fear of stuttering.
- The child considers himself to be someone who stutters.
Social (Pragmatic) Communication Disorder
The diagnostic criteria for social (pragmatic) communication disorder, a new
diagnosis for DSM, are ―persistent difficulties in the social use of verbal and nonverbal
communication,― which include deficits in ―using communication for social purposes … ,‖
―impairment in the ability to change communication to match context or the needs of the
listener …,‖ ―difficulties following rules for conversation and storytelling …,‖ and
―difficulties understanding what is not explicitly stated … and nonliteral or ambiguous
meaning of language ….‖
Specific deficits in this area if the individual shows inability to
- communicate for social purposes in ways that are appropriate for the particular
social context;
- change communication to match the context or needs of the listener;
- follow rules for conversation and storytelling;
- understand non-literate or ambiguous language; and
- understand what is not explicitly stated.
Unspecified Communication Disorder
Under unspecified communication disorder, there are other disorders that could show
up in a child and thus, hinder effective communication.
a) Voice disorder:
- The voice is hoarse, harsh, or breathy
- The voice is always too loud or too soft.
- The pitch is inappropriate for the child’s age or gender.
- The voice often breaks or suddenly changes pitch.
- Frequent loss of voice
b) Resonance disorder
- Speech sounds hyponasal or hypernasal
- Air is heard coming out of the nose during speech
c) Auditory processing disorder
- Difficulty localizing sound
- Difficulty understanding spoken language in competing messages, in noisy
backgrounds, in reverberant environments, or when presented rapidly
- Taking longer to respond in oral communication situations
- Frequent requests for repetitions, saying ―what‖ and ―huh‖ frequently
- Inconsistent or inappropriate responding
- Difficulty comprehending and following rapid speech
- Difficulty following complex auditory directions or commands
- Difficulty learning songs or nursery rhymes
- Misunderstanding messages, such as detecting prosody changes that help to
interpret sarcasm or jokes
- Poor musical and singing skills
- Difficulty paying attention
- Being easily distracted
- Poor performance on speech and language or psychoeducational tests in the
areas of auditory-related skills
- Associated reading, spelling, and learning problems
- Difficulty learning a new language
SIGNS AND CHARACTERISTICS
Language Disorder
Language disorder is often noticed in childhood first. A child may overuse ―um‖ and ―uh‖
because they cannot recall the right word. Other symptoms include: a reduced
vocabulary in comparison to other children of the same age, limited ability to form
sentences, impaired ability to use words and connect sentences to explain or describe
something, reduced ability to have a conversation, leaving words out, saying words in
the wrong order, repeating a question while thinking of an answer, and confusing tenses
(for example, using past tense instead of present) (Badii, C., 2017)
Some of these symptoms are part of normal language development. However, a child
may have a language disorder if several of these issues are persistent and don’t
improve.
Speech – Sound Disorder
A child with a speech – sound disorder would exhibit a sign of a persistent difficulty with
the production of speech sounds that interferes with the intelligibility of his/ her speech
or prevents verbal communication. This could interfere with social participation or
performance at school or work. The symptoms begin early in life and are not attributable
to other medical or neurological conditions (cf. Diagnostic And Statistical Manual Of
Mental Disorders)
Childhood-Onset Fluency Disorder
Children with fluency disorder would often exhibit the following signs: aound
prolongations (e.g., ―mmmmmommy, it’s mmmmy ball‖); audible blocks and breaks in
inappropriate parts of a word/sentence (e.g., ―I wa–ant it‖); words produced with
excessive physical tension or struggle in the face, neck, torso, arms, or hands;
secondary physical behaviours, such as eye blinking or jaw tightening; normal
disfluencies at an increased frequency and persistence (e.g., a sound repetition 8 times
before a word rather than 3-4 times) (LaScala, 2019)
Social (Pragmatic) Communication Disorder
Some examples of behaviours affected by social communication disorder include
- using appropriate greetings;
- changing language and communication style based on setting or partner;
- telling and understanding stories;
- engaging in conversation (e.g., initiating or entering a conversation,
maintaining the topic, taking turns);
- repairing communication breakdowns (e.g., rephrasing when misunderstood);
- using appropriate verbal (e.g., prosodic) and nonverbal (e.g., gestures)
signals to regulate an interaction;
- interpreting the verbal and nonverbal signals of others during an interaction
- understanding ambiguous or figurative language;
 - understanding information not explicitly stated (inferring); and
- making and keeping close friendships.
Variations across all areas of social communication occur within and across cultures.
Differences related to cultural norms are not considered disorders.
Unspecified Communication Disorders
A child with voice disorder would show the following characteristics: their voice may
have a rough or harsh (hoarse) tone; sound strained or choppy; be weak, whispery, or
breathy, be too high or low or change in pitch, or it may have a quivering sound. They
may have tension or pain in their throat while speaking, or feel like their voice box is
tired. They feel a "lump" in their throat when swallowing, or feel pain when they touch
the outside of their throat. while trying to build up pressure for consonant sounds); weak
or omitted consonants; short utterance length due to loss of air through the nose;
compensatory speech errors; phoneme-npecific nasal emission of air (audible nasal air
loss on only a few sounds . usually s
The following signs of a resonance disorder due to incomplete or inconsistent closure
of the velopharyngeal valve may include: Hypernasality (too much sound coming from
the nose during speech); nasal air emission (air leaks through the nose and z. This is a
result of velopharyngeal mislearning, not a structural issue.)
Other signs of a resonance disorder due to an obstruction may include: hyponasality:
(decreased airflow through the nose due to a blockage in the nose, such as during a
bad cold) and Cul-de-Sac resonance (airflow through the mouth is obstructed, often by
enlarged tonsils, resulting in a ―muffled‖ speech quality) (cf. Children's Hospitals and
Clinics of Minnesota)
Auditory Processing Disorder can be classified by: diifficulty localizing sound,
difficulty understanding spoken language in competing messages, in noisy
backgrounds, in reverberant environments, or when presented rapidly, taking longer to
respond in oral communication situations, frequent requests for repetitions, saying
―what‖ and ―huh‖ frequently, inconsistent or inappropriate responding and difficulty
comprehending and following rapid speech

RESEARCH FINDINGS ABOUT THE CAUSES

A. Language Disorder?

People with language disorder have difficulty expressing themselves and understanding
what others are saying. This is unrelated to hearing problems. Language disorder,
formerly known as receptive-expressive language disorder, is common in young
children.
Causes of Language Disorders

For most infants and children, language develops naturally beginning at birth. To
develop language, a child must be able to hear, see, understand, and remember.
Children must also have the physical ability to form speech.

Up to 1 of every 20 children has symptoms of a language disorder. When the cause is

unknown, it is called a developmental language disorder.

Problems with receptive language skills usually begin before age 4. Some mixed
language disorders are caused by a brain injury. These conditions are sometimes
misdiagnosed as developmental disorders.

Language disorders may occur in children with other developmental problems, autism
spectrum disorder, hearing loss, and learning disabilities. A language disorder may also
be caused by damage to the central nervous system, which is called aphasia.
Language disorders are rarely caused by a lack of intelligence.

Language disorders are different than delayed language. With delayed language, the
child develops speech and language in the same way as other children, but later. In
language disorders, speech and language do not develop normally. The child may have
some language skills, but not others. Or, the way in which these skills develop will be
different than usual.

Experts don't understand the cause of developmental language disorders.

Scientists continue to research and try to identify environmental and genetic factors
that play a part in the development of these problems which typically manifest in
childhood, but can occur at any age.

Acquired language disorders, however, are caused by brain damage sustained

during a stroke, seizure, or other head injuries. Aside from brain injury or head
trauma, some other known causes of acquired language disorders are:

 Hearing loss at an early age

 Neurological disorders
 Intellectual disability
 Autism
 Drug abuse

Whether developmental or acquired, language disorders cause children to have

lower than expected performance in school. In a school setting, teachers give
multi-step directions and expect students to read, write, and answer questions
about assignments. This fast-paced environment with little individual instruction
makes it very difficult for someone with a language disorder to learn and perform.
 B. Speech Disorders

It can affect the way a person creates sounds to form words. Certain voice
disorders may also be considered speech disorders.

One of the most commonly experienced speech disorders is stuttering. Other speech
disorders include apraxia and dysarthria.

 Apraxia is a motor speech disorder caused by damage to the parts of the brain
related to speaking.
 Dysarthria is a motor speech disorder in which the muscles of the mouth, face, or
respiratory system may become weak or have difficulty moving.

Some people with speech disorders are aware of what they would like to say but unable
to articulate their thoughts. This may lead to self-esteem issues and the development
of depression.

Speech disorders can affect adults and children. Early treatment can correct these
conditions.

What causes speech-sound disorders?

Speech disorders affect the vocal cords, muscles, nerves, and other structures within
the throat.

Some causes include:

 Injury to the brain

 Thinking or development disability
 Problems with hearing or hearing loss, such as past ear infections
 Physical problems that affect speech, such cleft palate or cleft lip
 Disorders affecting the nerves involved in speech
 vocal cord damage
 brain damage
 muscle weakness
 respiratory weakness
 strokes
 polyps or nodules on the vocal cords
 vocal cord paralysis
People who have certain medical or developmental conditions may also have speech
disorders. Common conditions that can lead to speech disorders are:

 autism
 attention deficit hyperactivity disorder (ADHD)
 strokes
 oral cancer
 laryngeal cancer
 Huntington’s disease
 dementia
 amyotrophic lateral sclerosis (ALS), also known as Lou Gehrig’s disease

Speech disorders may be hereditary, and they can develop over time.

C. Childhood Fluency Disorders

It is also called stammering or childhood-onset fluency disorder — is a speech disorder

that involves frequent and significant problems with normal fluency and flow of speech.
People who stutter know what they want to say, but have difficulty saying it. For
example, they may repeat or prolong a word, a syllable, or a consonant or vowel sound.
Or they may pause during speech because they've reached a problematic word or
sound.

What causes childhood fluency disorders?

Researchers continue to study the underlying causes of developmental stuttering. A

combination of factors may be involved. Possible causes of developmental stuttering
include:

 Abnormalities in speech motor control. Some evidence indicates that

abnormalities in speech motor control, such as timing, sensory and motor
coordination, may be involved.

 Genetics. Stuttering tends to run in families. It appears that stuttering can result
from inherited (genetic) abnormalities.
 Stuttering resulting from other causes

Speech fluency can be disrupted from causes other than developmental stuttering. A
stroke, traumatic brain injury, or other brain disorders can cause speech that is slow or
has pauses or repeated sounds (neurogenic stuttering).

Speech fluency can also be disrupted in the context of emotional distress. Speakers
who do not stutter may experience dysfluency when they are nervous or feeling
pressured. These situations may also cause speakers who stutter to be less fluent.

Speech difficulties that appear after an emotional trauma (psychogenic stuttering) are
uncommon and not the same as developmental stuttering.

The exact causes of fluency disorders are not known. It may be genetic and run in
families. It can happen at the same time as another speech disorder. The signs of a
fluency disorder can be made worse by emotions such as stress or anxiety.

D. Social Communication Disorder

The inability to communicate and put your opinions and views in words is called Social
Communication Disorder or Pragmatic Communication Disorder.

A social communication disorder can result in many problems, including difficulty

participating in social settings, achieving academic success, developing peer
relationships, and performing successfully on the job.

Causes of Communication Disorders

 Biological problems such as abnormalities of brain development.

 Exposure to toxins during pregnancy like abused substances or environmental toxins

such as lead.

 Genetic factor

 Hearing Loss

 Autism

 Brain injury
 Neurological disorder

 Developmental disorder

 Stroke

ACCOMMODATION STRATEGIES IN TEACHING

Specific Strategies for Teachers

Educators should create an environment of acceptance and understanding in the

classroom, and encourage peers to accept the student with speech impairment.
Practice and maintain easy and effective communication skills by modelling good
listening skills and by facilitating participation of all students in classroom discussions
and activities. If a student requires a sign language interpreter or the use of
augmentative communication, provide adequate space and time to accommodate these
forms of communication.

Some students with severe communication disorders will have deficits with the
analytical skills required to read and write. Individual instruction may be necessary to
remediate these deficits, but should be provided discreetly to avoid embarrassment and
possible resistance. Teachers should constantly model the correct production of sound.
Maintain eye contact with the student, then tell her to watch the movements of your
mouth when providing direct instruction. Ask her to copy these movements when she
produces the sounds.

When introducing new vocabulary, help a student with speech impairment practice
difficult words. Dividing words into syllables and pronouncing each syllable will improve
speech, reading and writing. Using many different listening activities will also aid the
student in comprehending and determining her own production of sounds. Ask her if she
hears the individual sounds in words by having her answer ―yes‖ or ―no.‖

More specific teaching strategies for students with communication disorders include:

 Allowing more time for a student to complete activities, assignments and tests.
 Having a student sit near you to easily meet her learning needs.
 Discussing possible areas of difficulty and working with the student to implement
accommodations.
 Always asking before providing assistance, and using positive reinforcement when
the student completes an activity independently.
 Using peer assistance when appropriate.
 Modifying activities or exercises so assignments can be completed by the student,
but providing the same or similar academic objectives.
 Creating tests that are appropriate for the student with speech impairment (for
example, written instead of oral or vice versa.)
  Providing scribes for test taking if a student needs assistance.
 Making sure the student understands test instructions completely and providing
additional assistance if needed.

Remember, patience is extremely necessary in teaching students with speech

impairments. Accepting and accommodating an individual’s speech will benefit
educators, classmates, and of course, the student herself by sharpening listening skills
and promoting learning and understanding. After all, everyone’s voice deserves to be
heard.

Teacher Presentation

 Maintain contact with student.

 Allow students to tape lectures.
 Provide and interpreter (signed English or American Sign Language) to those
who require another form of communication.
 Encourage and assist in facilitation of participation in activities and discussions.
 Be patient.
 Be a good listener

MATERIALS / ASSISTIVE TECHNOLOGY FOR ACCOMMODATION

Teachers must be very considerate when teaching students with communication
disorders. He/she must employ and utilize all the possible resources that would help the
student with disorders to understand the lesson / overcome some of the traits that
inhibits effective communication and transmission of information inside the classroom,.
Here are some assistive technologies for accommodation:

Speaking and Speech Assistance

Speech Journal

Audio wed to images for multiple learning/teaching goals

Bottom line: Journal is easy to use, but sharing option is weak.

Articulation Station

Pricey but definitely worth it for kids struggling with pronunciation

Bottom line: For helping students with letter and word pronunciation,
this highly valuable tool is worth the cost.
 QuestionIt Wh- questions taught in concrete ways for kids with
language delays Bottom line: A solid, if basic, approach to teaching
question words and concepts to students with significant language
issues.

nawmalEDU

Type in your script, watch quirky animated figures bring it to life

Bottom line: With a good amount of customizability (including six
languages), students (and teachers) might appreciate having a quirky,
fun tool to change up videos and presentations.

Proloquo2Go
Brilliant tool helps kids with speech difficulties communicate
Bottom line: The price is hefty, but Proloquo2Go carries its weight by
providing students and teachers an effective, one-of-a-kind
communication tool.

ClaroSpeak
Give kids a voice with supportive, quality text-to-speech tool
Bottom line: It's easy to use, and the multiple settings and functions
make this app well worth the price.

Speak - Practice Your English

Language app's focus on accent correction has limited classroom use
Bottom line: A useful independent practice tool for students who have
expressed interest in working on their accent, but otherwise not a great
fit.

Other helpful tools

Charts and traditional visual aids that would help the student see the lessons without
being engrossed in a purely verbal communication
 CONCLUSION
After all these considerations: knowing the nature of the disorders, their origins, the
cause, symptoms, and the helpful practices in teaching that will help better facilitate
learning in a classroom where a learner with these kinds of disorders are present, what
really must be shown is understanding and compassion.
No child wished to have these disorders and as educators, we must not choose which
children are ―qualified‖ to enjoy the full benefits and privilege of learning. As educators
who can change the course of the nation, we must develop a sense of responsibility in
fulfilling our jobs of transmitting knowledge to every child – he be considered ―normal‖ or
characterized by other disorders.
In doing this paper, we saw that teachers must exhibit prudence and compassion to all
his/her students, especially those who find it hard to cope with their situation. We must
―lessen the burden‖ and be genuinely helpful to those who are ―left behind‖ because of
their conditions.
Educators must be really good communicators – that means we should know no bounds
or limits, but we must be able to get our point and message to our students, whatever it
may cost us.
Fortunately, there are a lot of helpful technologies and studies about the disorders, and
how we could utilize them for our benefit.
At the end, it is our hope that whenever we ask the question: ―Gets n’yo?‖, maybe in the
form of sign language, or through the use of other tools that would help ease
communication with those who find it hard to, our students would joyfully respond, ―Yes,
na-gets po namin!‖
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