FTCE Exceptional Student Education K-12 (Competency 5)
Complete Solution (2025) 100% Verified
Receptive Language - ANSWER-Refers to the ability to UNDERSTAND LANGUAGE. (Ability to
understand speech, written text, and/or the elements of a sign language).
Expressive Language - ANSWER-Refers to the ability to EXPRESS ONESELF using language. (Ability to
speak, write, and/or sign).
Phonology - ANSWER-Refers to speech SOUNDS.
Phoneme - ANSWER-a DISTINCT SOUND used to distinguish spoken words in the language. The English
language contains 45.
Semantic - ANSWER-Refers to the MEANING of parts of words, words, sentences, and larger units.
Vocabulary acquisition is an important part of semantic development, involving changes in both
expressive and receptive language.
Grammar - ANSWER-Refers to RULES that govern the STRUCTURE of language. Grammar can be
further divided into 2 systems of rules, syntax and morphology.
Syntax - ANSWER-Pertains to RULES governing the PLACEMENT of words in phrases, clauses, and
sentences. (Example: "Steve here is now" should be "Steve is here now").
Morphology - ANSWER-Refers to RULES governing the use of the SMALLEST PART OF WORDS that
contribute to meaning. In English, for example, the verb, "learn" takes on somewhat different
meanings depending on whether we refer to someone as "relearning," "unlearning," "learning," or
"having learned," because the prefixes "re-" and "un-" and the suffixes "-ing" and "-ed" each modify
the basic meaning of the verb. These prefixes and suffixes are morphemes. Also ending words with
"s" to make them plural is as well.
Pragmatics - ANSWER-Defined as WHATEVER CONTRIBUTES TO MEANING over and above the literal
meaning of the words that are used.
CONTEXTUAL information often provides important clues to meaning.
Differing tones of voice often convey important differences in meaning.
When language is used in a figurative way, as in the case of metaphor or analogy, the intended
meaning of a phrase differs from the literal meaning.
There are many conventions governing word choice in communicative contexts, such as how much
information to convey, or what level of formality is needed.
Orthography - ANSWER-Refers to the system of representing oral LANGUAGE IN WRITING. Rules of
orthography pertain to spelling, punctuation, capitalization, use of hyphens, and so on.
Motor Speech Disorders - ANSWER-Reflect anatomical or physiological LIMITATIONS in the physical
mechanisms used to produce speech. The 2 general categories of motor speech disorders are
dysarthria and apraxia.
Dysarthria - ANSWER-Is a WEAKNESS or PARALYSIS of the musculature that controls speech, typically
resulting from illness or injury. May include excessively rapid or slow rate of speech, distorted vowels,
unmodulated pitch and/or word flow, overly nasal speech, and so on.
, Apraxia - ANSWER-Is an IMPAIRMENT IN the ABILITY TO TRANSLATE SPEECH plans into actual speech.
Children know what they wish to say but their brains do not readily translate planned speech to the
necessary movements of lips, tongue, and other parts of the speech apparatus.
CAS-Childhood Apraxia of Speech - ANSWER-Children will show LANGUAGE DELAYS and other
abnormalities beginning in infancy. If the apraxia is not the result of illness or injury.
Articulation Disorders - ANSWER-Are reflected in DIFFICULTIES PRODUCING certain speech SOUNDS.
(Example-a child who says "wight" when attempting to say "right").
Fluency Disorders - ANSWER-Are reflected in DIFFICULTIES WITH the rhythm and TIMING of speech.
Two examples are stuttering and cluttering.
Stuttering - ANSWER-A problem in which speech is disrupted by INVOLUNTARY PAUSES, also known
as blocks, as well as repetitions and/or prolongations of sounds, syllables, words, or phrases.
Cluttering - ANSWER-A problem in which SPEAKING rate is unusually FAST and/or irregular.
Voice Disorders - ANSWER-Are manifest as DIFFICULTIES in PRODUCING LANGUAGE sounds of
appropriate quality, pitch, and/or loudness.
Phonation Disorders - ANSWER-Result in excessive HOARSENESS, raspiness, sudden changes in
volume, and/or sudden changes in pitch while speaking.
Resonance Disorders - ANSWER-Result in either too much or too little NASAL EMMISION of air while
speaking.
Language Impairments - ANSWER-Can be discerned when children have DIFFICULTIES in EXPRESSING
their THOUGHTS, needs or feelings, and/or in understanding what others say. Three of the main types
of language impairments are phonological disorders, expressive language disorders, and mixed
receptive-expressive language disorders.
Phonological Disorders - ANSWER-Refers to impairments in the inABILITY TO DISTINGUISH specific
PHONEMES. They can be classified as impairments of language rather than speech. Children are
limited to specific sounds.
SLI-Specific Language Impairment or Expressive Language Disorders - ANSWER-Refers to expressive
LANGUAGE ABILITES that are much LOWER than expected FOR AGE, although mental functioning and
receptive language skills falls within the normal range. A child with an expressive language disorder is
likely to have difficulty expressing themselves with anything more than a few words or simple
sentences.
Mixed Receptive-Expressive Language Disorders - ANSWER-Refers to a DISORDER in which both
RECEPTIVE and EXPRESSIVE language abilities are affected.
Directed Interventions - ANSWER-Are STRUCTURED learning ACTIVITES in which the professional
responsible for the intervention MODELS SPEECH, prompts the child for specific responses, and offers
incentives for desired responses.
Naturalistic Interventions - ANSWER-Are ACTIVITIES carried out IN DAY-TODAY SETTINGS in which the
professional responsible for the intervention makes use of opportunities for the child to learn.
Content-Based Instruction - ANSWER-Involves TEACHING LANGUAGE AND CONTENT
SIMULTANEOUSLY. It prompts students interest, because it breaks down artificial barriers between
content areas and because it reinforces learning by making connections between content areas.
Complete Solution (2025) 100% Verified
Receptive Language - ANSWER-Refers to the ability to UNDERSTAND LANGUAGE. (Ability to
understand speech, written text, and/or the elements of a sign language).
Expressive Language - ANSWER-Refers to the ability to EXPRESS ONESELF using language. (Ability to
speak, write, and/or sign).
Phonology - ANSWER-Refers to speech SOUNDS.
Phoneme - ANSWER-a DISTINCT SOUND used to distinguish spoken words in the language. The English
language contains 45.
Semantic - ANSWER-Refers to the MEANING of parts of words, words, sentences, and larger units.
Vocabulary acquisition is an important part of semantic development, involving changes in both
expressive and receptive language.
Grammar - ANSWER-Refers to RULES that govern the STRUCTURE of language. Grammar can be
further divided into 2 systems of rules, syntax and morphology.
Syntax - ANSWER-Pertains to RULES governing the PLACEMENT of words in phrases, clauses, and
sentences. (Example: "Steve here is now" should be "Steve is here now").
Morphology - ANSWER-Refers to RULES governing the use of the SMALLEST PART OF WORDS that
contribute to meaning. In English, for example, the verb, "learn" takes on somewhat different
meanings depending on whether we refer to someone as "relearning," "unlearning," "learning," or
"having learned," because the prefixes "re-" and "un-" and the suffixes "-ing" and "-ed" each modify
the basic meaning of the verb. These prefixes and suffixes are morphemes. Also ending words with
"s" to make them plural is as well.
Pragmatics - ANSWER-Defined as WHATEVER CONTRIBUTES TO MEANING over and above the literal
meaning of the words that are used.
CONTEXTUAL information often provides important clues to meaning.
Differing tones of voice often convey important differences in meaning.
When language is used in a figurative way, as in the case of metaphor or analogy, the intended
meaning of a phrase differs from the literal meaning.
There are many conventions governing word choice in communicative contexts, such as how much
information to convey, or what level of formality is needed.
Orthography - ANSWER-Refers to the system of representing oral LANGUAGE IN WRITING. Rules of
orthography pertain to spelling, punctuation, capitalization, use of hyphens, and so on.
Motor Speech Disorders - ANSWER-Reflect anatomical or physiological LIMITATIONS in the physical
mechanisms used to produce speech. The 2 general categories of motor speech disorders are
dysarthria and apraxia.
Dysarthria - ANSWER-Is a WEAKNESS or PARALYSIS of the musculature that controls speech, typically
resulting from illness or injury. May include excessively rapid or slow rate of speech, distorted vowels,
unmodulated pitch and/or word flow, overly nasal speech, and so on.
, Apraxia - ANSWER-Is an IMPAIRMENT IN the ABILITY TO TRANSLATE SPEECH plans into actual speech.
Children know what they wish to say but their brains do not readily translate planned speech to the
necessary movements of lips, tongue, and other parts of the speech apparatus.
CAS-Childhood Apraxia of Speech - ANSWER-Children will show LANGUAGE DELAYS and other
abnormalities beginning in infancy. If the apraxia is not the result of illness or injury.
Articulation Disorders - ANSWER-Are reflected in DIFFICULTIES PRODUCING certain speech SOUNDS.
(Example-a child who says "wight" when attempting to say "right").
Fluency Disorders - ANSWER-Are reflected in DIFFICULTIES WITH the rhythm and TIMING of speech.
Two examples are stuttering and cluttering.
Stuttering - ANSWER-A problem in which speech is disrupted by INVOLUNTARY PAUSES, also known
as blocks, as well as repetitions and/or prolongations of sounds, syllables, words, or phrases.
Cluttering - ANSWER-A problem in which SPEAKING rate is unusually FAST and/or irregular.
Voice Disorders - ANSWER-Are manifest as DIFFICULTIES in PRODUCING LANGUAGE sounds of
appropriate quality, pitch, and/or loudness.
Phonation Disorders - ANSWER-Result in excessive HOARSENESS, raspiness, sudden changes in
volume, and/or sudden changes in pitch while speaking.
Resonance Disorders - ANSWER-Result in either too much or too little NASAL EMMISION of air while
speaking.
Language Impairments - ANSWER-Can be discerned when children have DIFFICULTIES in EXPRESSING
their THOUGHTS, needs or feelings, and/or in understanding what others say. Three of the main types
of language impairments are phonological disorders, expressive language disorders, and mixed
receptive-expressive language disorders.
Phonological Disorders - ANSWER-Refers to impairments in the inABILITY TO DISTINGUISH specific
PHONEMES. They can be classified as impairments of language rather than speech. Children are
limited to specific sounds.
SLI-Specific Language Impairment or Expressive Language Disorders - ANSWER-Refers to expressive
LANGUAGE ABILITES that are much LOWER than expected FOR AGE, although mental functioning and
receptive language skills falls within the normal range. A child with an expressive language disorder is
likely to have difficulty expressing themselves with anything more than a few words or simple
sentences.
Mixed Receptive-Expressive Language Disorders - ANSWER-Refers to a DISORDER in which both
RECEPTIVE and EXPRESSIVE language abilities are affected.
Directed Interventions - ANSWER-Are STRUCTURED learning ACTIVITES in which the professional
responsible for the intervention MODELS SPEECH, prompts the child for specific responses, and offers
incentives for desired responses.
Naturalistic Interventions - ANSWER-Are ACTIVITIES carried out IN DAY-TODAY SETTINGS in which the
professional responsible for the intervention makes use of opportunities for the child to learn.
Content-Based Instruction - ANSWER-Involves TEACHING LANGUAGE AND CONTENT
SIMULTANEOUSLY. It prompts students interest, because it breaks down artificial barriers between
content areas and because it reinforces learning by making connections between content areas.
