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Exceptional Learners
Chapter 10
| Term | Definition |
|---|---|
| Communication | The process of sharing information, ideas, feelings, or needs with others. |
| Communicative functions | The different purposes of communication, like asking for something, interacting socially, or sharing information. |
| Communication disorder | A problem that affects a person’s ability to send, receive, understand, or express messages. |
| Expressive language | The ability to send messages by speaking, writing, or using other forms of expression. |
| Augmentative and alternative communication (AAC) | Tools or systems used to help people communicate when speech is difficult, such as picture boards, sign language, or devices. |
| Speech disorders | Problems with producing or using oral speech correctly. |
| Language disorders | Problems with understanding or expressing language |
| Phonology | The rules for speech sounds and how those sounds are organized in a language. |
| Morphology | The rules for word parts, such as endings added to change tense, number, or meaning |
| Syntax | The rules for arranging words into correct and meaningful sentences. |
| Semantics | The meaning of words, phrases, and sentences. |
| Pragmatics | The social use of language, such as knowing what to say, when to say it, and how to say it. |
| Speech-language pathologists (SLPs) | Professionals who assess and help treat speech and language problems. |
| Dialects | Language variations used by certain groups or regions that follow their own rule systems. |
| Receptive language | The ability to understand language that is heard, read, or received. |
| Primary language disorder | A language disorder that is not caused by another condition. |
| Secondary language disorder | A language disorder that happens because of another condition, such as autism, brain injury, or intellectual disability. |
| Specific language impairment (SLI) | An older term for a developmental language problem with no clear physical or cognitive cause. |
| Developmental language disorder (DLD) | A neurodevelopmental disorder that causes significant problems with language development. |
| Early expressive language delay (EELD) | A delay in a young child’s spoken language development, especially in using words and short phrases. |
| Language-based reading impairment | A reading problem connected to weaknesses in language skills. |
| Phonological disorders | Speech disorders where a child has trouble understanding and using the sound system of language. |
| Phonological awareness | Awareness of the sound structure of language, such as blending, segmenting, and manipulating sounds. |
| Larynx | The voice box, which helps produce sound. |
| Resonant | Describes voice quality shaped by how sound vibrates in spaces like the mouth, nose, and throat. |
| Cleft palate | An opening in the roof of the mouth that can affect speech and resonance. |
| Aphonia | Loss of voice |
| Dysfluencies | Interruptions in the smooth flow of speech, like repeating sounds or pausing. |
| Stuttering | A fluency disorder involving repeated sounds, prolongations, or blocks in speech. |
| Dysarthria | A motor-speech disorder caused by muscle weakness or poor control, making speech hard to understand. |
| Apraxia | A motor-planning disorder that makes it hard to coordinate the movements needed for speech. |
| Developmental apraxia | A childhood speech disorder where a child has trouble planning and organizing sounds into words. |
| Acquired apraxia | Apraxia that happens after brain damage, such as from a stroke or injury. |
| Decoding | The ability to connect letters with sounds and read written words. |
| Dynamic assessments | Assessments that look at how a student learns and responds to help, not just what the student already knows. |
| Curriculum-based language and communication assessment (CBLA) | An assessment that measures the communication skills a student needs to succeed in school tasks and classroom learning. |
| Prelinguistic communication | Communication that happens before spoken language develops, such as gestures, facial expressions, and sounds. |
| Milieu teaching | A teaching approach that builds language during everyday routines and interactions. |
| Expressive language | The ability to communicate thoughts, wants, and ideas outwardly through speech, writing, signs, or other methods. |
Created by:
jkgrabans