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635 Module 9: Communication Skills Discussion

Instruction: I need please feedback. Please see example

Professional, C. C. M. (n.d.-a). Articulation disorder. Cleveland Clinic.

Resources please use only this :

Cook, R. E., Klein, M. D., & Chen, D. (2019). 
Adapting Early Childhood Curricula for Children with Special Needs. Pearson.

Please I need feedback

Braxton is a 4-year-old boy in an ICT PreK classroom of 20 students. He is an outgoing boy, who is helpful to his teachers and peers. He enjoys playing with friends in the classroom building with Legos and Magnatiles. He enjoys art and building things with his hands. Braxton seems to be a tactile learner. He is a very bright and inquisitive young man who is motivated by movement activities. He is eager to learn and behaves like a typical toddler. Braxton started displaying a speech disorder around age 1.5 years old. His parents noticed he was not saying many words by age 2, whereby at this age the suggested number of words acquired was up to 50 words.  Upon entering PreK Braxton was diagnosed with having an articulation disorder. “Articulation: difficulties with the way sounds are formed and strung together; characterized by substituting one sound for another (wabbit for rabbit), omitting sound (han-for hand), and distorting a sound (shlip or sip)” (Cook et al., 2019) An articulation disorder is known as a functional speech sound disorder.  “Functional speech sound disorders are idiopathic—they have no known cause.”(American Speech-Language-Hearing Association, n.d.-b)

While in PreK, his teachers noticed in conversation, Braxton struggles with articulation of certain words that begin with certain letters. He will substitute letters at the beginning of words, which affected his expressive language skills. Upon doing this, it sometimes made it hard for his teachers and peers to understand what he was saying.  He currently receives speech therapy 2x weekly for 30 minutes, to work on the articulation and clarity of his words. Braxton works best in a small group setting or in 1:1 instruction. When in the classroom, Braxton needs to be reminded to slow down when speaking, refer to visuals, and produce the correct initial sound of the word using modeling for reference.

His three 
speech goals on his IEP are as follows:

1. Braxton will produce /L/ and /L/ blends (ex. like, look, blue, play) in all word positions during a conversation

2. Produce /sh/ in all word positions at the sentence level

3. Produce /j/ in all word positions at the sentence level.


American Speech-Language-Hearing Association. (n.d.-b). 
Speech Sound Disorders: Articulation and Phonology.

Cook, R. E., Klein, M. D., & Chen, D. (2019). 
Adapting Early Childhood Curricula for Children with Special Needs. Pearson.


Hi Jaclyn!

I enjoyed watching your lesson! You have provided great learning materials for your students and especially Braxton. Since Braxton has articulation disorder, it can lead to difficulties in communication and may impact his academic performance and social interactions. You were patient and supportive, which will encourage learners to communicate without judgement. Teachers should provide a positive reinforcement for their effectors to improve their speech. By fostering an inclusive classroom, students will feel comfortable expressing themselves and patriciate in discussions. You used visual aids such as pictures which assist students on comprehension and practice correct pronunciation. You explained well on how tongue placement is important when pronouncing the letter L. Revising the approach to sound production by acquiring new methods for regulating the articulatory aspects of speech, such as tongue movements and lip shaping (Professional, n.d.-a). This will help learners by enhancing their understanding of speech sounds. With any learning disability, providing repetition and modeling will encourage students to imitate. When students are offered additional time to respond to questions or participate in discussions, it allows them to articulate their thoughts without feeling rushed. To promote speech development, it is crucial to adopt a slower pace, convey through body language that you are attentive and have ample time to listen, minimize the number of questions asked, and focus wholeheartedly on the interaction (Cook et al., 2020). Every student with an articulation disorder is unique, so individualized support and collaboration with speech-language pathologists are essential for their success.

Hi Jaclyn!

I really enjoyed watching your lesson plan adaptation for Braxton who struggles with letter sounds and language production due to his articulation disorder. I thought it was so welcoming and encouraging that you invited Braxton to the rug in the introduction of your lesson by singing a song which was personal to him. Going over the letter sounds in the beginning of your lesson was a great way to review, and assess prior knowledge of your students. The visual aids, and differentiated materials which you presented would be great in supporting Braxton in working towards his goals of producing the /L/ sounds in words, and through conversations. The visual aids were clear in their intention, as to what they were meant to portray. I loved how you incorporated the tactile activity of playing with play dough in an age-appropriate way with constructive techniques that Braxton could use to focus on the letter L, and the sound that the letter makes. The way in which you sequenced the steps in taking to become familiar with the letter L was a clear, and scaffolded representation for Braxton and the class to proceed in as they focussed on the lesson objective. Especially for Braxton, who you mentioned is a tactile learner and enjoys working with his hands, this would be a great way to engage him in an activity in which he can take interest in, while still focussing on a key learning objective for his needs. It is crucial that when working on speech development and communication skills that a child is interested in what is being talked about, as the child’s attending skills may increase based on their interest in the items or ideas which are focussed on (Cook et al., 2020). “Conversations about familiar things that interest young children are a critical tool in helping them to learn communication skills…Unless they are truly interested and can make associations, they will not attend, and attention is a prerequisite for learning” (Cook et al., 2020, p.303). The portion of the activity in which you supported Braxton and his classmates in sorting, and eliminating correct letter sounds for words beginning with the letter L was a clear, and explicit way to deliver your instruction. You did an excellent job in the pace, and exaggeration of your speech while teaching Braxton and the class the letter L sounds through various words. Speaking clearly, and slowly based on a student’s level of language production is key in providing students with effective speech and communication development, “Speak clearly and not too fast, especially if the child has very limited language ability. Use natural or slightly exaggerated intonation patterns emphasizing key words” (Cook et al., 2020, p.304). Your focus on one letter rather than several letters through your instruction in this lesson, would be an effective way in promoting success for Braxton in his letter pronunciation and articulation, based on his goals and your learning objective, “Focus on one particular sound…Often the sound is being worked on in a specific position within a word (beginning, middle or end) (Ontario Teachers’ Foundation, 2023). You did a great job supporting Braxton through his struggles with articulation disorder in a creative and beneficial way, thanks for sharing! 


Cook, R. E., Klein, M. D., & Chen, D. (2020). 
Adapting early childhood curricula for children with disabilities and special needs. Pearson.

Ontario Teachers’ Federation. (2023). 
Articulation skills. Articulation Skills | Teach Special Education.,not%20to%20distort%20the%20sound.




Cook, R. E., Klein, M. D., & Chen, D. (2020). Adapting early childhood curricula for children with disabilities and special needs. Pearson. 

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