Receptive Language Disorder

Receptive Language Disorder

Receptive Language Disorder: Inability to decode languages. It affects the understanding of spoken and sometimes written languages. People with Receptive Language Disorder have trouble communicating and organizing their thoughts into words. They often confuse the meaning of words and are unable to draw connections between words and its representations.

Defined by: http://learningdisabilities.about.com/od/learningdisabilitybasics/p/rsptvlangdsrdr.htm

Annotated bibliography – websites:

Help for Language Deficits - Receptive
http://specialed.about.com/cs/learningdisabled/a/receptive.htm
About.com is a part of The New York Times Company. This website illustrates a few symptoms of Receptive Language Disorder and ways to help and encourage students that have this disorder. This link also provides links to many other useful resources, such as homework tips, classroom strategies, worksheets, etc...

Receptive Language Disorder
http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Receptive_language_disorder?open
This website is made by the government of Victoria, Australia concerning Receptive Language Disorder. This website includes a brief introduction to Receptive Language Disorder and some of the possible causes. The interesting thing about this website is that it points out some of the treatments for Receptive Language Disorder, and where parents/teachers can get help. It also contains some information for teachers to look out for when they have a Receptive Language Disorder student/s in their classroom.

Special Education Support Service (building on ability)
http://www.sess.ie/categories/specific-speech-and-language-disorders/receptive-language-disorder
This UK made website offers a wide variety of teaching tips for teachers that encounters students with Receptive Language Disorder. The website also provides a link to a story about a child that has speech and language disorders. The story was written in the student’s mother’s point of view. It exhibits the time from the child’s birth all the way into her secondary school years. From the story we can see the many progresses and problems that this child with language disorders faced.
Link to Chloe’s story: http://www.ican.org.uk/sitecore/content/TalkingPoint/For%20Parents%20and%20Carers/Parents%20stories/Chloes%20Story.aspx

How to deal with learning disabilities in receptive language
http://www.helium.com/items/1180660-how-to-deal-with-learning-disabilities-in-receptive-language
This website provides ways to work with students with Receptive Language Disability. The article was written by a special education teacher in Burnet, Texas US. It not only provides activates to improve the student’s language ability, but also provides ways for the teacher to act so that the students are able to understand class and homework instructions.

NASET Website
http://www.naset.org/speechandlanguage2.0.html
This is the American National Association of Special Education Teachers’ website. The website provides some information about Receptive Language Disorder as well as some other language learning disorders. It provides links to other resources concerning Receptive Language Disorder and other disorders. The website also provides a link of where students can get diagnosed.

Local contact info:

Website: http://www.soundidears.com/index.html
Email: info@soundidEARS.com
Mailing Address :
Suite 304 South Tower
650 West 41st Street
Vancouver, B.C. V5Z 2M9
Phone:
Tel: (604) 708-9780
Fax: (604) 708-9785

This location provides services for hearing loss, tinnitus, hyperacusis, audio processing disorders, and language processing disorders and other.

Characteristics of Receptive Language Disorder:

Characteristics of Receptive Language Disorder, like all other learning disabilities, vary from one child to the next. The list below illustrates some of the symptoms a child with Receptive Language Disorder might have.

- Not seeming to listen when they are spoken to

- Lack of interest when story books are read to them

- Inability to understand complicated sentences

- Inability to follow verbal instructions

- Parroting words or phrases (echolalia)

- Language skills below the expected level for their age

Information provided by: http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Receptive_language_disorder?open

Curricular modifications or adaptations:

Art classes can be encouraging for students with Receptive Language Disorder. It provides students with visual cues rather than written languages. However, instructions might be hard for the students to understand, so teachers need to make adjustments in their lesson plans.

Image work:
While working with images students can exercise their ability of putting larger concepts into drawings, paintings, photography, clay, and etc... From those images students with Receptive Language Disorders can try to explain to the class their thoughts and ideas. One main problem is to get students to focus on the task at hand. The way to treat that is to monitor the students in the classroom while they are working on their projects by giving them suggestions and positive feedback.

Peer sharing:
Peer sharing during class can build up interaction between the students in the classroom. In art class it allows the movement of artistic ideas. Peer sharing also helps students with Receptive Language Disorder, because it allows the students to see language expressed not only from their teacher’s point of view but also their peers. This activity allows students to be socially active. Limiting the peer art work discussions to only positive feedbacks can build up self-esteem for Receptive Language Disorder students who have social problems.

Instructions:
Giving students with Receptive Language Disorder can be a challenge. Incorporating images and diagrams in the worksheet can be very helpful for these students. Teacher can also slow down their pattern of speech while explaining actives to these students. The key is to simplify instructional language for students with Receptive Language Disorders. Asking for the students feedback can confirm the student’s understand of the activities.