Sociology Assignment: Speech, Language, and Inclusive Classrooms

This sociology assignment explores the distinctions between speech and language disorders, highlighting the physiological and communicative aspects of each. The assignment discusses how speech, involving the physical production of sounds, differs from language, which encompasses the broader system of symbols and communication. It also addresses the importance of inclusive classrooms for students who stutter or have language impairments. The assignment emphasizes the need for teachers to adapt their communication style, such as speaking slowly and providing clear instructions, to support these students. References to relevant literature underscore the importance of early intervention and supportive educational practices in addressing these challenges. The assignment aims to provide insights into creating an inclusive learning environment and catering to the needs of students with speech and language disorders.

Running head: SOCIOLOGY ASSIGNMENT
SOCIOLOGY ASSIGNMENT
Name of the student
Name of the university
Author note

1SOCIOLOGY ASSIGNMENT
Answer 1
Speech is termed as the primary sound of the spoken language which is made by
individual while communicating (Siu 2015). It is the sound produced with the application of
muscles of lips, jaws and tongue together so that the vocal tract could create recognizable and
precise sounds (Alomar et al. 2017). Therefore, the disorder related to speech includes stuttering
voices, apraxia of speech, lack of fluency while speaking and these leads to articulation and
phonological disorders (Siu 2015).
Language, on the other hand is the collection of speeches with words and symbols that
helps individuals to express and perceive the information they provide or they receive effectively
(Hayiou‐Thomas et al. 2017). This further includes bodily gestures and attitude that helps people
to communicate effectively. Hence, people affected with language disorders are unable to
understand the written and spoken language effectively (Norbury et al. 2016). Therefore, these
are the differences between the speech and language disorders.
Answer 2
Inclusive classroom is one of the primary aspects that the education system requires in
this situation and hence every teacher should be able to include students that stutter or are
suffering from language or speech disorders (Siu 2015). Teachers should talk slower and observe
the students so that they could be provided with support to make them understand the phrases or
languages (Norbury et al. 2016). The teacher should use instructions in unhurried and pausing
way, so that they can hear the speech of the teachers in slower and effective speech. As
mentioned by Hayiou‐Thomas et al. (2017), the teacher should mention every aspect effectively

2SOCIOLOGY ASSIGNMENT
and in slow speech so that they can understand their instructions properly. Hence, these aspects
would be implemented by the teacher for students that stutter.

3SOCIOLOGY ASSIGNMENT
References
Alomar, S., King, N.K., Tam, J., Bari, A.A., Hamani, C. and Lozano, A.M., 2017. Speech and
language adverse effects after thalamotomy and deep brain stimulation in patients with
movement disorders: A meta‐analysis. Movement Disorders, 32(1), pp.53-63.
Hayiou‐Thomas, M.E., Carroll, J.M., Leavett, R., Hulme, C. and Snowling, M.J., 2017. When
does speech sound disorder matter for literacy? The role of disordered speech errors, co‐
occurring language impairment and family risk of dyslexia. Journal of Child Psychology and
Psychiatry, 58(2), pp.197-205.
Norbury, C.F., Gooch, D., Wray, C., Baird, G., Charman, T., Simonoff, E., Vamvakas, G. and
Pickles, A., 2016. The impact of nonverbal ability on prevalence and clinical presentation of
language disorder: evidence from a population study. Journal of Child Psychology and
Psychiatry, 57(11), pp.1247-1257.
Siu, A.L., 2015. Screening for speech and language delay and disorders in children aged 5 years
or younger: US Preventive Services Task Force recommendation statement. Pediatrics, 136(2),
pp.e474-e481.