Speech and communication disorders are a category of special educational needs and can affect the evolution of the individual. The aim of this report is to present a case study as a teaching example. While studying this case, real or hypothetical examples, which reflect more general situations, are presented in order to analyze and investigate them thoroughly. The purpose of this is to provide alternative solutions to the emerging problems. The presentation of written case studies can become a really important part of the educational procedure. Case studies form the core of the recognition process and signify the end of a successful training. Moreover, case studies are an important element for lifelong training of both educators and therapists. A hypothetical case is presented in this report together with the symptomatology it shows. Furthermore, the diagnosis procedure and the way the problems of the specific student have been dealt with are presented. Finally, some basic conclusions are reached based on the information that has already been presented.
Cite this paper
Ioannidi, V. and Samara, E. (2019). Speech and Communication Disorders: A Case Study as a Teaching Example of Lifelong Training for All. Open Access Library Journal, 6, e5162. doi: http://dx.doi.org/10.4236/oalib.1105162.
Voulgaris, D. (2000) Problems in the Vocal-Phonological Level of Pre-School Children’s Language (In Greek: Provlimata sto fonitiko-fonologiko epipedo tiw glossas pedion prosholikis ilikias). In: Kipriotakis, Α., Ed., Special Education Conference Proceedings, Pedagogical Department of Elementary Education, School of Education Sciences, University of Crete, Rethimno, 518-535.
World Health Organization (2003) Manual of Quality of Life with a Questionnaire Axis WHOQOL-100. Psychiatric Clinic of the University of Athens. BHTA Editions, Athens. (In Greek: Eghiridio piotitas zois me axona to erotimatologio WHOQOL-100).
Vogindroukas, Ι., Grigoriadou, Ε. and Κampouroglou, Μ. (2009) The Language Perception and Expression Test (In Greek: H dokimasia glossikis antilipsis kai ekfrasis). Glafki Editions, Αthens.
Vogindroukas, Ι., Protopapas, Α. and Sideridis, G. (2009) Expressing Vocabulary Test (In Greek: Dokimasia ekfrastikou lexilogiou). Glafki Editions, Αthens.
Vogindroukas, Ι., Protopapas, Α. and Stavrakaki, S. (2009) Action Images. Information and Grammar Proficiency Test (In Greek: Ikones drasis. Dokimasia pliroforiakis ke ekfrastikis eparkias). Glafki Editions, Αthens.
Bishop, D.V.M. and Snowling, M.J. (2004) Developmental Dyslexia and Specific Language Impairment: Same or Different? Psychological Bulletin, 130, 858-886. https://doi.org/10.1037/0033-2909.130.6.858
Bontsiou, Th. (2014) Guide to the Role of Speech Therapist in the School Context of General Education (In Greek: Odigos gia ton therapefti logou sto sholiko plesi genikis ekpedefsis). Institute of Educational Policy, Athens.
Fletcher, J.M., Reid Lyon, G., Fuchs, L.S. and Barnes, M.A. (2019) Learning Disabilities. From Identification to Intervention. The Guilford Press, New York, London.
Norwich, B. (2008) What Future for Special Schools and Inclusion? Conceptual and Professional Perspectives. British Journal of Special Education, 35, 136-143. https://doi.org/10.1111/j.1467-8578.2008.00387.x
Bontsiou, Th. (2014) Guide for Interdisciplinary Cooperation of the Speech Therapist and Good Practices for All Levels of Education (In Greek: Odigos diepistimonikis sinergasias tou therapefti logou ke kales praktikes gia oles tis vathmides ekpedefsis). Institute of Educational Policy, Athens.