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There is over 30 million foreign born citizens in the United States. The children that are second-language learners are taught additional learning techniques such as: teaching vocabulary and syntax in the context, allow time for comprehension of the work, using predictable books (easy to guess what will happen), peer buddies, and incorporating families into this.

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The purpose for assessment is to gain insight into the child's functional abilities, limitations, and their needs. This is normally conducted by a Speech-language pathologist. Case history is used to identify the background information like gender, age, parents/adopted parents/grandparents. This is what connects the teachers and the families to better the child's education and for future interactions.

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AAC is an augmentative and alternative communication that includes symbols, aids, strategies, and techniques that help in oral language. Sign language and communication boards are two examples of these types of devices. It's used as external and nonverbal technology. External for including picture symbols and nonverbal for including facial expressions and gestures.

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One of the most important tips for teachers is to have patience with the kids. Kids with this learning disability have a hard time on their own with their disability but seeing their teacher even more frustrated may bring down their confidence and motivation to do better. Teachers should practice with the children different techniques that will help the child follow along better during class. Have the child mouth the instructions back to the teacher, have the child sit close up to the front, explain the directions clearly to the child, provide positive reinforcement.

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Having the child going to see a speech-language pathologist at a young age is very important for them. They provide individual therapy for the child and discuss with the teacher appropriate and effective ways to communicate in the classroom. Working closely with the family to develop goals and techniques for effective therapy in class and at home. Some of these techniques may include electronics as stated in tip 2.

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Going with tip 1 and keeping track of the child's progress it's beneficial to have a copy of the students IEP. This way at IEP meetings you have all of their progress to share with the parents and other teachers. Having all of this data recorded you can discuss with the parents questions and concerns about how you plan to meet the child's growth in the near future.

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As the teacher it's a necessity to the student for you to know any options and opportunities that will better the students education. Resources that can be used are assistive technologies such as computers, headphones, calculators, AAC etc. Practicing with these resources will help better the childs education helping them grow.

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For children with Speech and Learning Impairment I'ts important to keep track of the students strengths and weaknesses. By doing this it's helping you as the teacher better understand the student and what needs still need to be met.

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Gargiulo, R. M. (2015). Special Education In Contemporary Society (5e ed.). Thousand Oaks: Sage Publications.
"Speech and Language Impairments".Center for Parent Information and Resources. (n.d.). Retrieved October 17, 2016.web.
"Speech Or Language Impairments" - Project IDEAL. (n.d.). Retrieved October 17, 2016.web.
General Information About Speech and Language Disorders. (n.d.). Retrieved October 17, 2016.LD online.web.

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Receptive Language- understanding through spoken communication
-limited vocabulary
-incorrect grammar
-excessive repetition of information
-difficulty in formulating questions
Expressive Language- being able to put thoughts into words or sentences
-following oral directions
-understanding humor or figurative language
-comprehending compound and complex sentences

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The prevalence rate of Speech and Language Impairment is fairly high. In 2011-2012, 1,071,555 individuals whose ages ranged from 6-21 were diagnosed as having a speech and language impairment. In 2013 less than 20% of students receiving special education services have received speech and language impairments.  50% of 3,4, and 5 year olds with a disability receive speech and language services.  Language disorders may be related to other disabilities such as intellectual disability, learning disability, autism, or cerebral palsy. It is estimated that communication disorders (including speech, language, and hearing disorders) affect one of every 10 people in the United States.

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Speech and Language impairment is when a person has difficulty communicating; such as stuttering (dysfluency). This hinders their reading, writing, and understanding. This may also effect the child's articulation which effect the quality of pitch and tone of their voice. The child's vocabulary with be very small because of their little understanding of the meanings. Therefore they have trouble communicating with others.

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"Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance."