Language and social communication.

Abstract

Oliver Sacks (1989) defined language as "the symbolic currency [for the] exchange [of] meaning" (p. 39), a definition that clearly underscores its dynamic, functional, and purpose-driven nature while elevating it to its raison d'etre: communication. This definition provides a useful framework within which to discuss language development in children and adolescents with autism spectrum disorder (ASD), given that of the three aspects of languagesyntactic (form), semantic (meaning), and pragmatic (function)-it is impairment in the latter social element that is the dominant feature of disordered language in this population. The pragmatic function is also the feature that drives the myriad uses that render language purposeful. For example, we can use language to obtain attention; to request and to comment; to ask and answer questions; to express opinions, thoughts, and feelings; to negotiate, explain, or elaborate; and to express frustration or joy, empathy or disdain. Language can ground us in the here and now or catapult us into the future.

Exploring The Role of Special Education Teachers in The Process of Preparing and Implementing Individual Education Plans in The Special Education Integration Program

“…The IEP includes various elements such as the student's current performance level, measurable annual goals and short-term teaching objectives, intervention strategies, curriculum modifications and accommodations, evaluations, and career transition plans for ages 14 and 16. (Gargiulo, 2003;Tran et al, 2018;Twachtman-Cullen & Twachtman-Bassett, 2011;Walther-Thomas et al, 2000). The SEN Assessment Forms and SEN IEP Forms in the IEP Guidebook 2023 contain components comparable to those mentioned internationally.…”