Book Creator

Lang. Disorders Book Project

by Arica G Flaugher


By: Arica Flaugher
Language development description
Sue Rubin lives in the suburbs of Whittier, California with her parents.
Sue has autism and communicates through simple words, gestures, and grunts when not using the available technology or handheld keyboard. Her strengths is that she knows the English langauge well and wants to communicate. Her weakness is the slowness of communication and needing an aid with her at all times to help communicate.
Sue's parents along with her aide give her the confidence daily that she can persevere. They have given her the resources needed to be successful, she is fortunate to be in such good and loving hands.
Begin at 0.25 and watch the whole video.
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In the documentary, Sue took us to her college classroom. The teacher called on her to answer a question. Even though mentally Sue is highly intelligent and knew the answer, it took a while to type out what she wanted to say.
When asked questions orally or on paper, Sue needs as much time as she can get to comprehend the question and then give her response. This may look like receiving extra time on assignments, but not altering the information since she understands everything.
This is Sue and her aide. She makes everything that Sue has accomplished possible. She gives 24-hour care, drives her places, and grocery shops, and assists with communication.
As a teacher with a student similar to Sue, she recommended to not "dumb things down" for her to understand. Autistic students can be very bright-minded!
Ways that a teacher can be of help to students is to be patient when receiving an answer to a question. Also, if using technology to speak, stand close enough to where you can hear the response. You do not want the student to have to retype what was displayed the first time.
Overall, just have patience with the student as communication takes time, whether through technology or the keyboard tapping method.
Social implications for autistic students make or break self-esteem in school. Sue shared that she did not have friends for a long time because she was looked at as retarded. She did not know how to act with specific social cues and could not pay attention for a long time span.
Even though she is highly intelligent, she was never picked for group projects or games because she could slow down the group or not participate. Others did not have the patience to have her use the technology given or the desire to know how bright she is because it was not convenient timing.
Sometimes Sue would become anxious and could not hold back her outbursts so she would move around a lot of make noises or harm herself. She never intends to do this, but because of her actions, she never gets to sit near classmates and interact. The stereotype of her being dangerous is very hurtful to her mental health because she cannot control some of her actions.
communicative problems
With any disability comes communicative problems. In Sue's case, she was trapped for many years without a way to communicate.
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Beginning with communication on a paper keyboard made her feel free enough to be herself and communicate. Now with her device, she is able to communicate exactly what she wants when she wants.
Round table discussions or debates would be very difficult for someone like Sue because of the delayed time of response.
When communicating with others, autistic students similar to Sue will understand jokes and sarcasm as she uses this kind of language too. There is not much of a barrier when it comes to comprehending.