Diagnosed Communication Disorders

Lesson Plan by Claire Yost and Amanda Montisano

I. Objectives

  • The students will be able to relate to the experiences of students with Autism, speech impairments, and hearing loss.
  • The students will be able to identify specific strategies for teaching students with Autism.
  • The students will be able to identify specific strategies for teaching students with a speech impairment.
  • The students will be able to identify specific strategies for teaching students with hearing loss.

II. Model

  1. Begin with class opener. Hand out the visual example of a student contract and explain the significance of using this type of contract in the classroom.
  2. Divide class in to two groups. Use the visual center cards to guide students to their designated centers (hearing center or verbal center)
  3. One teacher will facilitate the hearing center while the other teacher facilitates the verbal center. Set the class timer for 20 minutes. After the timer goes off hand out the center cards for the second center to the students in your center.
  4. Follow the steps laid out for the hearing center.
  5. Follow the steps laid out for the verbal center.
  6. After having both groups of students rotate through the two centers then have the students quickly and quietly return to their seats.
  7. Once the students are seated pass out the Types of Speech Disorders handout. Briefly discuss the types of speech disorders that a teacher may come across in their career.
  8. Pass out the Speech Disorders Strategies handout to the students. Briefly discuss what the teacher can do to assist students with a speech disorder.
  9. Complete the closing activity.

III. Practice

  1. Students will have the opportunity to experience a few moments in the life of someone living with non-verbal autism.
  2. Students will complete the hearing center activity which gives the students a chance to experience hearing loss.
  3. Students will also have a chance to experience the difficulties a person with a speech disorder faces in conversation. This activity is meant to simulate Dysarthria, but can show students how difficult it is to make someone understand you when you have a speech disorder.
  4. Students will receive several useful visual resources, strategies and ideas that may be beneficial in their future classrooms.

IV. Evaluate

Students will be observed throughout this lesson and evaluated on their participation throughout. There will be opportunities for discussion which will give insight into what each students have learned. Students that are actively engaged in activities and discussion will earn full credit.

V. What makes this a unique teaching or learning experience?

  1. This lesson is about teaching students with diagnosed communication disorders. We present this lesson as if we were teaching students with a diagnosed communication disorder.
  2. The two activities for this lesson incorporate interpersonal and kinesthetic learning.
  3. The the verbal center utilizes several different strategies to appeal to visual, interpersonal, linguistic and logical learners.
  4. The hearing center also utilizes several strategies to appeal to different types of learners, such as visual, kinesthetic, interpersonal, and linguistic.
  5. The overview of speech disorders will appeal to visual and linguistic learners.
  6. The two centers have technology incorporated into them to use as a visual aid.