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Chapter 11 Language Development And Sensory Disabilities

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I read Chapter 11 language development and sensory disabilities. Sensory disabilities include students with low vision, blind, hard of hearing, deaf, and deaf-blindness. Language development is unique and often, confusing for students with sensory disabilities. I believe that it is important for teachers to have significant knowledge of language development. Language development is an important skill needed in reading, completing math word problems, with social skills, and comprehending the world. As teachers having the knowledge of language development can help increase the ability of students with sensory disabilities to learn, understand, be understood and become successful in school and life. However, I believe that it is important to
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Speech, language and communication can be supported through play and activities in a number of different ways, children/young people need the opportunity to express themselves using language. It is important to help them develop language skills and to help them use language effectively. It is essential to listen to what is being said and respond appropriately. It is important to be aware of any additional needs, and if English is a second language.

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Baranek (2002) argues that sensory integration therapy lacks feasibility and anti-inclusive nature of deliver undermines the philosophy of special education. Gilman (2005) supports this by proposing that ‘true sensory integration therapy can only occur in a specialised clinical environment’ (pp. 213). This is due to the fact that classic sensory integration therapy requires adequate space and equipment that is set up properly (e.g. suspended equipment, balls and crash pads) as well a trained therapists to carry out the therapy. One of core principles of sensory integration therapy is that environment must be enticing, safe and client-directed. This led Gilman (2005) to conclude that ‘it is difficult for an occupational therapist in an educational setting to provided sensory integration therapy due to the set up and space limitation in school systems’ (pp. 205).

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Henry Ford once said, “Coming together is a beginning; keeping together is progress. Working together is success” (Brainy Quote). From here, the concept of inclusive education, including students with and without learning disabilities as peers in the same classroom, originated. The aim of this type of education is to get students with learning disabilities involved in the society. Teachers and fellow students will also provide help for students with disabilities; in this way, students with learning disabilities will be motivated to study as they feel that they are a part of a group instead of being isolated in special places.

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