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Communication disorder

Individual has the impaired ability to "receive, send, process, and comprehend" speech, written word, or symbols.

Can be considered mild or severe

Can be a development issue or obtained later

Disorders to fall under Communication Disorder

Speech Disorder: This is broken down further into articulation, fluency, and voice.

Articulation: abnormal speech

Fluency: unable to maintain fluency while speaking

Voice: abnormal sound or lack thereof

Language Disorder: inability to comprehend language written spoken or symbols

This can effect an individual's ability to comprehend the form, content, or function of language such as: phonology, morphology, syntax, semantics, and pragmatics.

Hearing Disorder: individual has impaired auditory system such as individuals who are deaf or hard of hearing

Central Auditory Processing Disorder: impaired information processing not linked to other hearing issues or intellectual deficits

Communication Variations include

Communication difference/dialect: system used by group of people in region, culture, etc.

Augmentative/alternative communication: system used in case of "severe expressive or language comprehension disorders"  which acts like a substitute speech

https://www.asha.org/policy/RP1993-00208/

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Tips for Working with Children who have Communication Disorders

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Tips for Working with Children who have Communication Disorders

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Language Tips:

Provide a language rich classroom that encourages students to read and write every day

Assist students by providing pictures and diagrams for direction or cues

Make sure the students can communicate their wants and needs while at school

Don't overwhelm the student by working faster than they are able

Speech Tips:

Encourage every student to participate in the classroom; they are in a safe place for expression

Peer learning or peer-buddy systems during learning activities when possible

Do not rush students during speech, listen and encourage students

Incorporate language specialists while developing curriculum for the  betterment of student's learning

Academics and Behavior Tips:

Reduce distractions in the classroom, if possible provide a space that is free from noise so the student can work in peace

Utilize redirection and positive reinforcement in the classroom

Routines and visual calendars/organizers will assist your students to complete the days schedule

Allow students to record teaching time so the can review in their allowed extra time

Physical Tips:

Ensure that nonverbal students always have access to their communication systems

Understand students other disorders may effect their ability to acquire language skills

http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/SpeechLanguageImpairment_Strategies.html

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A list of developmental disorders fall under the ASD category. Individuals may have some of these characteristics: social problems due to impaired communication skills, limited interests, and behavior is repetitive. As it is called a spectrum disorder, impairment can vary.
There are two main types of behaviors within ASD

Restrictive/repetitive behaviors: repeating behaviors which may be considered unusual and having an intense, over-focused interest on certain topics

Social communication/interaction behaviors: Being upset by small changes in routine, slow or no response times, unusual voice tone, and minimal eye contact

Individuals may also be sensitive to over stimulation, have digestion problems, and may have sleeping issues. Although, individuals with ASD have many strengths. Some individuals are highly intelligent have great memory of things they learn.
ASD is often diagnosed before the age of two. It is easier to diagnose when an individual is younger rather than adulthood due to possible traits of mental health issues.
As a young child, an individual would go through a two part process. The first stage is an observation stage from the pediatrician including parental concerns. The second stage includes specialists in ASD diagnosis observing and evaluating the child's age appropriate skills and abilities.
In older children and teens, ASD is noticed and evaluated from the school's special education program. Social difficulties are noticed once starting school and become a cause of concern. Parents would then be referred to a pediatrician who would then carry out testing.
Diagnosis for adults are typically referred to a psychologist or psychiatrist who has a further understanding of ASD. They will ask individuals about their behavior habits, communications issues, and may ask to speak with family members.
Risk factors for having ASD include: the gender of male, having a sibling with ASD, and having older parents.
Individuals with ASD should consult doctors and therapists to create an individualized care plan, find support groups, and have conversations with school faculty. Medication can be used to assist ASD individuals to prevent or limit attention problems, aggression, and irritability.

https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd/index.shtml

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Autism Spectrum Disorder and Communication Skills 

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Autism Spectrum Disorder and Communication Skills 

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ASD is a developmental disability that causes issues in with social skills and behavior that ranges in severity for each individual. ASD signs typically appear by the age of two. It can effect anyone, although it is more likely effect boys than girls.
Communication is effects by the individuals ability to develop language and understanding nonverbal communication. Some individuals with ASD can communicate while others may be nonverbal. This affects an individuals ability to interact with others.
Common patterns of individuals with ASD include:

Repetitive or rigid language: Individuals may continually repeat what they have heard previously, this is considered echolalia. For example, they may respond to questions by repeating the questions. Some individuals use consistently use the same phrase to start a conversation.

Narrow interests and exceptional abilities: Some people with ASD have high ability in certain subjects like math or music due to this characteristic.

Uneven language development: Students may have strong development within subjects that are of interest to them yet no development where interest is minimal. ASD individuals may also be able to read but not comprehend. ASD children are sometimes thought to have a hearing deficit.

Poor nonverbal conversation skills: Individuals with ASD may have vocal or behavioral outbursts due to the inability to clarify their language, such as pointing to object or picture. They also lack eye contact while communicating which may distance them from the individual they are speaking to.

Speech and language problems can be addressed by speech therapists developing an individualized care plan for parents and teachers to carry out for the child's learning. It is important to tailor their learning programs at a young age.  Older students may be learning how to speak in-turn, use of phrases, and how to hold a conversation. Individuals who can not speak may be directed to develop nonverbal communication. A symbol system or sign language may work well.
Research is still being developed by many institutes to improve communication for ASD individuals.

https://www.nidcd.nih.gov/health/autism-spectrum-disorder-communication-problems-children

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Stuttering: Straight Talk for Teachers - Video

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Stuttering: Straight Talk for Teachers - Video

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Facts about stuttering include:

Boys are more likely to stutter than girls.

Stuttering for more than 3 years means an individual is less likely to grow out of it but therapy can still be beneficial for the person.

Individuals who stutter are not of lower intelligence.

Students usually do these things while speaking:

block

sound prolongation

repetition of sounds or syllables

Students are scared and frustrated to speak in class. This can create emotions like anger and sadness. This can affect the student in academics and social settings. Students may shy away from answering questions in class instead of participating due to bullying, which may create social isolation.
Teachers should be patient during a student answering a question or if they are having a bad speech day. Speech therapy can teach students "speech skills" to better their speech. Although, speech tools should not be reminded to be used because the student may become frustrated. Students may also forget to use the tools in contrast to an older individual due to maturity.
A teacher can provide assistance in the classroom in many ways:

Oral reports may be assisted by allowing added time to timed reports, students can be given time for practice, ask the student when they would like to complete their presentation, and what size of audience they may need to complete the presentation to the best of their ability.

Allow informative discussion about stuttering with the rest of the class. This may result in a better understanding of their peer's struggle with stuttering. If a student is teased about stuttering, this should be handled the same as any other bullying instance; you may remind the bully of the student's struggle with stuttering privately.

Encourage speech in the class by discussing with students that their input is wanted, the stuttering does not bother you, and their sharing of ideas are valid.

Students may partake in speech therapy. Stuttering therapy goals include easier talking ability and develop healthy feelings about talking. Management tools are great but may be difficult for students to use due to sleepiness, excitement, or being unsure about their use. Be patient and considerate with students during those difficult times.

https://www.stutteringhelp.org/content/stuttering-straight-talk-teachers

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Communication disorders include problems with:

Speech: production of sound to express self

Language: use or lack thereof of language that is spoken, written, pictures, etc.

Communication: verbal or nonverbal way of expressing oneself

Some communication disorders listed under DSM:

Language disorder

Speech sound disorder

childhood-onset fluency disorder

Social communication disorder

Speech
This is effected by muscle movement and coordination to produce language and sounds. Speech development helps an individual learn how to use these muscles to create speech.
Dysfluency falls under speech disorders. An example is childhood-onset fluency disorder, also known as stuttering. Individuals may repeat sounds, block, or make elongate sounds during speech.
Articulation difficulties may be another problem; this is considered when an individual has trouble forming sounds so they typically omit or substitute the sound they have trouble speaking. Articulation is considered to be most diagnosed under speech disorders.
Individuals with voice disorders have difficulty with prosody. During conversation the other individual may have problems understanding their speech. Voice disorders can be caused later in life by an accident or infection that causes the vocal apparatus to fail. This is different than aphasia, where a person has problems producing language do to how the brain functions.
Language
This is the expression of communication from one human to another. This can be considered when an individual has a problem understanding language or can not express themselves through speech. An individual can be born with this or obtain during a stroke or injury in adulthood.
Auditory Processing (Hearing)
An individual with APD have trouble with their brains interpreting sounds it receives. The louder the environment around them is, the more problems the individual may have interpreting what they have heard. This disorder goes by other names like CAPD, central deafness, and auditory comprehension deficit.
Symptoms for disorders are listed below:

Language Disorder: Individuals may have trouble learning, limited language abilities for their age, and lower vocab usage.

Speech Sound Disoder: Individuals may have issues during language with omitting, substituting, or altering sounds.

Childhood-Onset Fluency Disorder: Individuals may repeat sounds, pause in the middle of a sentence, and elongate sounds. A person typically shows frustration during speech.

Social Communication Disorder: An individual will have difficulty communicating with others, following rules, and speaking in turn.

Aphasia: Is the loss of language that an individual had previously. This is typically caused by stroke or injury. There are four types: expressive, receptive, anomic, and global.  A person would have trouble saying what they need to say (expressive), understanding language (receptive), using the correct words (anomic), and all inclusive non-understanding and production of language (global).

Delayed Language: An individual would slowed development when it came to language skills.

Auditory Processing Disorder: An individual may show signs of APD by inability to carry out directions, trouble listening, problems in with reading and writing.

There are many causes to communication disorders. They may be linked to other disorders like ADD, autism, or cerebral palsy. It can also be caused by instances like head trauma, seizure, or stroke.
Early intervention is the best treatment. It is important for individuals to watch for milestones in children. Create a language rich home for constant exposure to speech and language. These early development years are essential times for development of language and speech. If one believes that their child has an issue, they should go to their pediatrician to discuss milestones, further review, and referring to specialists. The specialists may recommend activities for home, group therapy, or speech training.

https://www.psychologytoday.com/conditions/communication-disorders

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Medical Perspective of Communication Disorders

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Medical Perspective of Communication Disorders

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Communication disorders can caused by many different issues including:

Deafness

Stuttering

Learning disorders

ASD

Brain injury

These disorders are typically caught before first grade unless acquired later in life by injury or stroke. According to the What is Voice? What is Speech? What is Language? link,  disorders are split into the three categories of speech, voice, and language.
The Speech and Language Impairments link provided teacher tips including:

Recognizing the disorder and learning as much as you can to help that child learn

Follow the IEP that has been put in place to better serve your student and their individual needs in your classroom

Have accomodations at hand for that student like access to paras, yourself, and extra time to complete assignments

Communicate with individuals in that child's life to better their educational experience

Use your resources like specialists, SPED teachers, and materials and resources for teaching students with these disorders

Assistive Devices for People with Hearing, Voice, Speech, or Language Disorders link suggests these devices for individuals living with these disorders:

Hearing loop: a receiver worn in one's ear to amplify or clarify sounds around them

FM systems: transmits amplified sounds, like in a classroom setting where a teacher would wear a microphone and the student would wear a listening device

Infrared systems: light that transmits sound to the individual

Personal amplifiers: a simple hearing aid

Alternative communication: includes picture boards, keyboards, touch screen device that has pictures of activities or wants/needs

Alerting devices: alarms, visual alert signals, vibrating alarms, etc.

It appears that a multitude of genetic studies have been done to track the cause of these disorders but a cause has not been solidified, only suggested.

https://medlineplus.gov/speechandcommunicationdisorders.html

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Helping Children with Communication Disorders

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Helping Children with Communication Disorders

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Speech disorders can affect how a child speaks in regards to clarity, pitch, etc. Language disorders can affect the ability to hold a conversation, read, and express themselves.
Many children receive treatment for their disorders at school due to the Individuals with Disabilities Education Act. Statistics shows that 24.1% of students who received disability services at school, received services for speech or language disorders.
These disorders can heavily affect an individuals learning abilities due to communication being the key to learning. Students may have limited participation and interaction with peers and teachers.
Spoken language is a building block for reading and writing. These stepping stones build each other up. Students will have difficulty if their disorder is not addressed. Difficulty in academics is a sign of these disorders. They may misunderstand direction or be unable to express themselves to peers or teaching staff at school. If unaddressed language development will be hindered.
A team of people can come together to help these individuals; this may include a speech pathologist, SPED teachers, classroom teachers, counselors, and physicians. Speech pathologists can truly help individuals build their communication skills through speech therapy, providing speaking tools, and improve a child's abstract thinking. This can help a child be the best they can be in their learning and social environments!

http://www.readingrockets.org/article/helping-children-communication-disorders-schools

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Individuals who can not communicate with words could utilize a picture exchange communication system that I would provide in my classroom. If physically able, students could grab the card the would like to communicate and bring it to my attention. I would repeat their request back to them and they would nod yes-no or provide the proper communication card to answer. If unable to walk to me, they can communicate with their classroom peer aide that they sit next to or their para aide.

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While I observed at Enders Open Magnet Elementary School, I noticed that the teacher was utilizing a microphone on a lanyard around her neck and it was projecting over the classes speaker system. I thought it was the coolest system. The children were able to quietly communicate or complete their project while the teacher continued to speak over the microphone without straining her voice and constantly having to stop to address small, short discussions.
I would like to enact this system into my classroom, it would be great for students who had hearing disorders so they could stay focused and clearly hear to participate in discussion. It would also be nice for me not having to raise my voice constantly or repeat myself. I am okay with my class talking among themselves from time to time so I think this would be a great addition for hearing impaired students in my class to remain undistracted.

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I want to create a positive setting in my classroom for student feedback and discussion. A language rich environment is important to improve language skills! A child who stutters should not feel shy or uncomfortable in my room. I will encourage feedback from ALL students and emphasize the importance of everyone's voice and opinions.
If a student who stutters feels comfortable for me to address the class about the concept of stuttering, I will happily do this in a positive way. With more knowledge of stuttering, students may be more accepting and understanding of their peer.
I would also do a fun activity with the class by providing many famous individuals who have difficulty with stuttering: Kendrick Lamar (rap artist), Shaquille O'Neil (NBA player), Joe Biden (Former US Vice-President), and Emily Blunt (actress).