CDIS 402: Disability Portfolio

Cognitive
Disability
profile:

Impact
on oral
and
written
language
develop
ment:

Have
difficulties
with
reasoning,
functioning,
paying
attention, and
problem
solving.
Executive
functioning
(planning,
goal setting,
etc.,) is also
impacted.
Often have
difficulties
with
understanding
order in which
things are
done.

Successes and Challenges to Language DevelopmentFall 2015

Communicatio
n
Linguistic
Difficulty
planning what
to say (difficulty
with expressive
vocabulary).
May not be
effective or
efficient when
trying to
communicate.

Aphasia
difficulty
understanding/
producing
speech
Dysarthraia:
slurred speech
due to weak
muslces
Apraxia:
difficulty in
programming
oral muscles for
speech.
May not
understand
sarcasm or
other cues.

Social/
Emotional

Physical

Sensory

Dont have a
lot of
awareness of
how
inappropriate
they are. Lack
self-monitoring
skills.

Sudden
damage to the
brain; can be
open or closed;
swallowing
issues.
Seizures,
headaches,
stage of being
confused/disori
ented.

Ringing in the ears,

more sensitive to light,
blurred vision, unable
to synthesize
sensations.

Have a difficult
time taking
turns while
speaking,
understanding
language, and
using their
language.

The actual TBI

is the cause of
all difficulties
with oral and
written
language.

The sensory symptoms

associated with the TBI
can affect all aspects
of a persons life,
especially with oral and
written language.
Having a lot of issues
with stimuli around can
distract from
understanding what
someone is trying to
say and being able to
respond to them.

CDIS 402: Disability Portfolio

Successes and Challenges to Language DevelopmentFall 2015

Factors within the student related to functioning

My big ideas from the readings:
From the readings, I gathered that children who suffer from a TBI before school age are more at risk for
deficits over time, generally have a longer recovery time. Children who have more severe injuries (whether
school age or not) have more deficits over time. Children who suffer from a TBI after preschool have
significantly less deficits over time. In older children, those who suffer TBIs communicate less effectively
than they did before.
My big ideas from the group presentation:
Leading cause of death and disability in children and adults from ages 1 to 44; 53k deaths occur from TBI every year
Having a TBI can affect many areas of a persons processing and expressive ability.
Reflection (What does this mean for my practice?):
Its important to take into account the tests being administered and the factors that may be affecting their
answers (i.e. being bombarded with questions). Being patient is extremely important when dealing with
someone who has suffered a TBI. Its also important to consider the severity of injury and the age at which
the child got injured as it will affect the amount of deficits over time.