Identifying Communication Disorders

Identifying communication disorders requires, teachers and parents to work together to share a child’s experiences, past medical history, social situations and home life to benefit the child and understand where his/her needs are and what if any underlying issues my be contributing to learning.

            Being that communication disorders encompasses such a wide array of problems from language, speech and hearing to articulation and fluency disorders, there is much to look for when trying to identify problems students may be having. Teachers may know the basics of what various disorders are what symptoms students may display, the trick is taking this gathered information to the next level.  Resources, money and time both are needed to help teachers help students and parents. Taking the initial steps in the classroom may start the process and may also be all that some students will require however looking beyond the classroom and what can be done for students also needs to be addressed.

            As a kindergarten and first grade teacher, I encountered many children that took a little bit longer to grasp language.  Some kids were just not developmentally ready, some had auditory processing issues, and some had language delays while others had hearing impairments. With all of these cases I needed to ask questions of parents and seek the help from external services either on site or provided by the district. I also needed to be equipped to help identify those children that may be struggling with something more. By equipped I mean not only educated on what may be triggering the difficulties but also educated with the mindset of there is always a reason behind behavior and action. When I have been faced with struggling students I try my best to involve the parents and allow them to shed light on what may be going on, if this is not possible and I don’t feel I can adequately address the issues at hand I look to the school support staff, speech, reading and counseling specialists. 

            In order to do this, the lines of communications need to be open and teachers need to have access to workshops and resources that provide them with evidence based materials to implement in their classrooms.