Communication and speech disorders

The general objective: Developing participants' knowledge and skills about the concept of speech and language disorders, understanding the mechanisms of speech, causes, types of speech and language disorders, and methods of treatment. Introduction: One of the most important capabilities that distinguish humans from other creatures without dispute is the ability to speak, meaning to communicate in language, which enabled humans to build and develop their civilization that requires behavior, thinking, and addressing those around them. Language is a system of agreed symbols that represent various meanings and operate according to specific rules. Language is divided, in terms of appearance, into two parts: non-verbal or receptive language, which is the individual's ability to hear, understand, and implement language without speaking it; and verbal language, which is expressed in spoken and written language—i.e., expressive language, which is the individual's ability to pronounce and write language. One of the most prominent and deserving aspects of language clarity is that it depends on learning; to acquire it, one must learn it, and it can be elevated and improved through practice, training, and experience. Although all children from all cultures and societies have the ability to acquire one language (their mother tongue) or other languages alongside their original language, the process of language acquisition must occur within a social environmental context that actively speaks and uses this language continuously. Language cannot grow or develop naturally except through this environment that speaks it. It also requires physiological and mental readiness and social opportunities for learning. It is a tool for expression, recording, and transmission, reflecting the lives of individuals and peoples in all aspects. It is the independent identity of nations. Understanding linguistic development and how to acquire language (mental growth) is an important process for teachers and specialists to know how to deal with those who have language disorders. One of the important matters in human life is language, which enables communication with others. Without it, interaction with the surrounding environment becomes difficult and exhausting. Scientifically, human voice results from using air expelled from the lungs to create vibrations in the vocal cords located in the larynx, also called the Adam's apple. It is noticeable that each person has a distinctive voice when speaking because the passage of air through the mouth and nose affects the sound produced, which causes the individual's unique voice. The tongue, located at the floor of the oral cavity, is the main speech organ, in addition to its role in taste. Other parts related to speech include the jaws, cheeks, teeth, lips, and nose. Training Module Topics: First Training Day First Session: Speech and Language Disorders - Concept of speech and language disorders - Concept of disability - Concept of speech - Physiology of speech and language - Anatomical and functional aspects of these organs Second Session: Mechanism of Speech and Articulatory Phonetics - How speech sounds are produced (how the sound exits and forms) - How to describe a sound - What are articulatory phonetics? - The first articulator: the oral cavity - The second: the pharynx - The third: the tongue - The fourth: the lips - The fifth: the nasal cavity Second Training Day First Session: Causes and Types of Speech and Language Disorders - Causes of speech and language disorders - Types of speech and language disorders - Characteristics of speech disorders Second Session: Evaluation and Diagnosis of Speech Disorders - Evaluation and diagnosis of speech disorders - Treatment of speech and language disorders - Techniques for speech therapy for children - Factors causing speech anxiety - Symptoms associated with speech anxiety Third Training Day First Session: Language Disorders in Children - Normal language development in children - Concept of language disorder - Causes of language disorder in children - General symptoms of a child with language disorder - Signs of language disorder Second Session: Procedures for Diagnosing and Treating Language Disorders - Major types of language disorders - Procedures for diagnosing language disorders - Therapeutic methods for language disorders Fourth Training Day First Session: Causes of Hearing Loss and Treatment Methods - How hearing loss occurs - Types of hearing loss - Symptoms of hearing loss - Risk factors for hearing loss - Methods for diagnosing hearing loss - Treatment of hearing loss Second Session: Auditory-Verbal Therapy for Hearing-Impaired Children - Auditory mechanisms - Impact of hearing loss on language - Principles of auditory-verbal therapy (AVT) - Guidance for families of hearing-impaired children Fifth Training Day First Session: Speech Disorders and Fluency in Speech - What is stuttering - Facts about stuttering - Types of stuttering - Causes of stuttering - Symptoms of stuttering - Treatment of stuttering - Tips for living with stuttering Second Session: Continued Speech Disorders and Fluency - Fluency disorders - Types of fluency disorders (stammering) - Causes and explanations of stammering - Treatment of stammering Sixth Training Day First Session: Some Concepts Related to Phonetics - Definition of phonetics - Branches of phonetics - Importance of phonetics Second Session: Voice Disorders - Voice disorders - Causes of voice disorders - Types of voice disorders - Evaluation and diagnosis of voice disorders - Treatment of voice disorders - A model of voice disorders Seventh Training Day First Session: Speech Aphasia - What is speech aphasia - Types of speech aphasia - Causes of speech aphasia - Symptoms of speech aphasia Second Session: Treatment of Speech Aphasia - How is speech aphasia diagnosed - Treatment of speech aphasia - Tips for living with speech aphasia - Conclusion - References Administrative instructions and useful regulations for the trainer: Training method for programs: The trainer generally tends to use the following training methods in all programs: (Educational activities (workshops), cooperative learning, training lectures, role-playing, brainstorming workshops). Training tools used in programs: Laptop + projector + white display screen + two flip charts + flip chart stand + large colored pens + audio equipment + transparent adhesive tape. Requirements for the training hall: 1. Availability of a nearby mosque or prayer room, no more than 50 meters away (for women’s and men’s courses, separate prayer spaces are required). Prayer times are observed with each call to prayer, giving trainees time to prepare and perform prayer, not exceeding 20 minutes including break and prayer. 2. Suitable, clean, and nearby toilets (separate for women and men, close to the hall). 3. Organized, appropriate, safe parking close to the hall. 4. Signage indicating the program location, bearing the institution’s name, program, trainer, venue, date, and start/end times. 5. The hall should be spacious, clean, with additional space inside for practical exercises. 6. Seating arrangements should be coordinated with the trainer, with women’s seats separated from men’s according to our Sharia, principles, and societal values. Seating can be in a U-shape, V-shape, or circle workshops, with adjustable and movable tables and comfortable, mobile chairs. The trainer’s preferred seating position should ensure comfort, good eye contact, and ease of movement. 7. Good audio equipment, including a portable wireless microphone. 8. A table for the trainer’s tools: computer, bags, training materials. 9. A large display screen and large flip chart. 10. Coordination with the hall management for hanging presentation papers on a stand or wall. 11. Adequate ventilation and fresh air. 12. Good lighting, preferably white light. 13. No distracting images or inappropriate advertisements. 14. For courses with a TV circle for male and female trainees, ensure the TV circle is ready with two screens (training and video), and wireless microphones for communication. 15. Smoking inside the hall or corridors is strictly prohibited. 16. Cleaning staff should organize, clean, and deodorize the hall before the program and during breaks. 17. Ventilate the hall an hour before the start by opening windows to renew air and oxygen, and periodically during breaks. 18. Arrange trainees’ notebooks and chairs, ensuring they are in good condition before and during the program. 19. The organizing body and course management prepare a list of trainees’ names for easy identification and introduction. 20. Print trainee ID cards bearing the training organization’s logo, skills success logo, program name, and attach them to the trainees’ clothing; these are collected at the hall entrance and returned upon exit for attendance tracking. 21. Hall decor colors should be light and calm. 22. Excess chairs beyond the number of trainees should be removed periodically. 23. Provide two high chairs for the trainer to enable attendees to see during activities and while seated. 24. A printer should be available for printing emergency training forms. 25. A reception table should be placed outside the hall entrance for welcoming, attendance, inquiries, and coordination. 26. A large welcome stand outside the hall bearing the institution’s name, logo, program, trainer, venue, date, and times. 27. A large advertising board inside the hall behind the trainer, bearing the institution’s name, logo, program, trainer, venue, and date. 28. Welcome and motivational posters should be placed at entrances and corridors leading to the venue. 29. Regularly check and maintain the cleanliness, deodorization, and disinfection of toilets, with welcoming signs for trainees. (See Appendix — Ideal Hall Design Appendix) The buffet: A buffet for trainees twice daily, including water, fresh juices, pastries, tea, coffee, cappuccino, and cake (with attention to variety, innovation, and presentation). Additionally, the following items are placed on the trainees’ table, one per trainee: 1. A large, fresh, cold, original bottle of mineral water. 2. A clean glass cup beside the water bottle for each trainee. 3. A new, fresh box of tissues on each trainee’s table. 4. A selection of refreshing candies that melt in the mouth, containing natural sweets to help energize. Notes and educational materials: The trainer will provide the course manual to the course coordinator within 72 hours, including (the course overview, scientific material, and exercises). These are the trainer’s intellectual property, bearing the Skills of Success logo, and should be professionally photographed and packaged. The trainer’s name, logo, website, and contact numbers must be prominently displayed on the manual cover (see Appendix — Training Bag Covers). The manuals are to be professionally printed and packaged at the organizer’s expense, with the cost deducted from the course revenue. Methods for evaluating and assessing training programs: 1. Evaluation tools by the trainer and course management: Training is about closing performance gaps. For the training program to succeed, a system of factors contributes to its success: the trainer, course management, services, training hall, training bag, training objectives, trainees, internal and external training environment. The course is evaluated before, during, and after, with a pre-course meeting to confirm trainees’ needs, understand their training goals, review the program, and assign tasks (see Appendix — Pre-Program Evaluation Meeting). Daily meetings are held 15 minutes after each day, lasting 30 minutes, involving the trainer, the training team, the course manager, and the services manager, to review the day’s program and discuss improvements for the next day (see Appendix — Daily Evaluation Meeting). A final evaluation meeting is held after the course ends for an hour to assess and provide recommendations for improvement (see Appendix — Final Evaluation Meeting). Initial evaluation uses expectation charts and trainee experience forms (see Appendix — Expectation Charts and Experience Forms). During and after the program, evaluation relies on observation, measurement, daily trainee evaluation forms, and a evaluation board. 2. Evaluation tools by trainees: - Experience forms (see Appendix — Expectation Charts and Experience Forms) - Daily and final evaluation forms (see Appendix — Training Program Evaluation Form) - Daily evaluation board (see Appendix — Daily Evaluation Board) - Suggestion box (see Appendix — Suggestion Box) These evaluation methods are reviewed periodically and analyzed using Excel daily (see Appendix — Evaluation Form Analysis). Conditions for passing any training program: To receive a certificate of completion, the participant must: - Attend at least 90% of the program hours - Actively participate in all activities - Pass the training assessments designed by the trainer Regulations to consider during program organization: 1. The trainer is the team leader of the training program and has the right to request everyone to increase effort and performance. 2. The course coordinator or manager must hold a briefing session with the trainer at least one day before the program to inform about participants’ backgrounds, training needs, main issues, and their religious, sectarian, cultural, economic, social, and professional backgrounds. 3. Daily end-of-day sessions are held to evaluate each training day, involving the trainer, course manager, and coordinator, to review feedback and improve the next day. 4. Smoking inside the hall, corridors, or bathrooms is strictly prohibited, especially for the administrative, marketing, and training teams. 5. All training, administrative, and marketing staff must respect prayer times, perform prayers in congregation with trainees, and not delay or interrupt prayer. 6. Entry to the hall is restricted to authorized persons only, with prior permission from the trainer, to serve the program, and the trainer alone has the right to decide on entry.