The “Seminar on Speech and Language Disorders in Educational Settings” was held in collaboration with Üsküdar Üniversitesi Faculty of Health Sciences, Department of Speech and Language Therapy, Üsküdar Üniversitesi Speech and Language Disorders Education, Research and Application Center Directorate (ÜSESKOM), and Istanbul Provincial Directorate of National Education. In the seminar attended by educators working in Istanbul, experts drew attention to speech and language disorders observed in educational environments.
Guidance and research center managers and employees affiliated with the Ministry of National Education, school psychological counselors, and school guidance teachers showed great interest in the full-day event held at Üsküdar Üniversitesi NP Sağlık Yerleşkesi Ibn-i Sina Auditorium.
Prof. Dr. Ahmet Konrot: “We believe it is important to increase awareness”
Prof. Dr. Ahmet Konrot, Head of Üsküdar Üniversitesi Faculty of Health Sciences, Department of Speech and Language Therapy and Director of ÜSESKOM, delivered the opening speech of the seminar. Konrot said; “As we all know, communication, language, and speech disorders accompany a significant portion of individuals with special needs. However, in addition to undiagnosed individuals, we know that communication, speech, and language problems are also common in our classrooms, of which neither we nor the students themselves, nor their teachers and parents are aware. Therefore, when organizing this seminar, we thought it was important to work on increasing awareness, being mindful of this fact. In this seminar, we will talk about issues affecting all our students.”
They need supportive healthcare services…
Prof. Dr. Ahmet Konrot made important presentations under the title “Stakeholders and Their Roles in the Management of Speech and Language Disorders” during the seminar; “When we look at the regulations of the Ministry of National Education regarding special education, the continuously underlined and emphasized topic in special education departments is the individualization of education, which means the provision of individualized education programs. Therefore, when viewed this way, it seems to me that regardless of the stakeholder – be it a teacher, doctor, peers, mother, father – the problem is addressed on an individual basis. I wonder how sufficient it is to address it only on an individual basis, because I am not saying 'in need of special education,' I am saying 'special needs.' They need health services, supportive health services, educational services, social services. When we say social services, it means both social support and the provision of social policies and financial support… Each of these is a need.”
Asst. Prof. Dr. Maral Yeşilyurt: “Attention should be paid to voice hygiene”
Asst. Prof. Dr. Maral Yeşilyurt, Deputy Head of Üsküdar Üniversitesi Faculty of Health Sciences, Department of Speech and Language Therapy, gave a presentation titled “Voice Disorders”; “We observe voice disorders in students, but currently, it is also an occupational disease seen in teachers. What we call the vocal cord are two muscles located in our larynx. The vocal cord is actually a skeletal muscle. It is 23mm long in men and 16mm in women. Voice is actually a complex structure. For voice to be produced, there must be a vibration. Attention should also be paid to voice hygiene. Quit smoking, avoid frequent and forceful throat clearing and coughing, do not strain your voice beyond its endurance limit. Do not speak with excessive force, do not shout, do not scream, drink plenty of water. Consume tea, coffee, and herbal tea minimally.” she said.
Asst. Prof. Dr. Özlem Oğuz: “A child should complete all sounds by the age of 5”
Asst. Prof. Dr. Özlem Oğuz, Deputy Head of Üsküdar Üniversitesi Faculty of Health Sciences, Department of Speech and Language Therapy, gave a presentation titled “Speech Sound Disorders.” Oğuz stated; “This condition is generally seen in children. Children need different components to produce sounds and perceive two different sounds. It is necessary to know when a child produces which sound and where they make mistakes. A child might say 'tuş' for 'kuş' (bird) until the age of two and a half, but by the age of 4, they should be using the 'k' sound. They might normally be using it, but they need to know that 'kuş' and 'tuş' are used as different things, they need to use them separately. By the time a child reaches 4 years old, they should be 90-100% intelligible. By the time they complete 4 years and reach 5 years, they should have completed all sounds.”
Points to consider in children in early childhood were addressed
Specialist Speech and Language Therapist Anuş Tahmincioğlu from NPİSTANBUL Hastanesi also attended the seminar. Tahmincioğlu, who gave a speech on “Language Disorders,” examined the language skills of children with developmental language disorders from preschool to high school in terms of language comprehension and speaking. She explained the points to be considered regarding children in early childhood.
Lecturer Ayşe Buse Saraç: “Emotional processes are not the cause of stuttering, but its outcome…”
Lecturer Ayşe Buse Saraç from Üsküdar Üniversitesi Faculty of Health Sciences, Department of Speech and Language Therapy, who addressed the topic of “Fluency Disorders” in the seminar, said; “In stuttering, there is an avoidance of people and environments. Emotional processes are not the cause of stuttering, but its outcome. We should not use phrases like ‘Stop, slow down, calm down’ with children who stutter. These phrases can create anxiety in them. Similarly, you should allow them to finish their sentences and not speak before them. When talking to the child, pause occasionally and proceed without rushing. After the child finishes speaking, wait a few seconds before continuing your conversation. This will reduce time pressure.”
Research Assistant Ceren Söğüt: “Language and communication skills of children with hearing impairment are at the heart of the education process”
Research Assistant Ceren Söğüt from Üsküdar Üniversitesi Faculty of Health Sciences, Department of Speech and Language Therapy, who addressed the topic of “Hearing Impairments,” emphasized the importance of education in hearing impairment. Söğüt said; “Regardless of the educational environment in which children with hearing impairment are placed, the education process must ultimately be planned by utilizing the results of educational evaluation and diagnosis. Education should be initiated as early as possible by providing auditory experiences and communicative opportunities. The language and communication skills of children with hearing impairment are at the heart of the education process.”
Research Assistant Göksu Yılmaz: “A correct evaluation is the first step of correct intervention”
Research Assistant Göksu Yılmaz from Üsküdar Üniversitesi Faculty of Health Sciences, Department of Speech and Language Therapy, who gave a presentation titled “Motor Speech Disorders,” said; “Correct diagnosis of motor speech disorders; accurately distinguishing them from a mere articulation phonological disorder or neurogenic acquired disorders, is the first step for implementing correct intervention protocols and for the individual's rehabilitation process. A correct evaluation is the first step of correct intervention.”
Eren Özbüyük: “Becoming a Speech and Language Therapist was never in my mind”
Eren Özbüyük, a student from the Department of Speech and Language Therapy, who expressed himself with the words ‘Life is a choice’; “In light of the values my department has added to me, I have grown to love and become more attached to my profession every day. Before starting this journey, becoming a speech and language therapist was never in my mind. Beyond embracing my profession, I feel extremely ready to work, in light of the courses and internships I have taken. I have no doubt that I will perform my profession in the most accurate, proper, and team-oriented way. Life is a choice.”
The event concluded with a Q&A session, followed by a group photo.