Speech and Language Disorders

By Serena, Darcie and Erin

Definition
Speech or Language Impairment under IDEA: Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a childs educational performance.

American-Speech-Language-Hearing Association (ASHA): A communication disorder is an impairment in the ability to receive, send, process and comprehend concepts or verbal, nonverbal, and graphic symbol systems. It may be developmental or required and can range from mild to profound. Individuals may demonstrate one or any combination of communication disorders. A communication disorder may result in a primary disability or it may be secondary to other disabilities.

Speech Disorder A speech disorder is an impairment of the articulation of speech sounds, fluency and/or voice. Types and characteristics: Articulation Fluency Voice

Other Characteristics:

trouble getting others to understand what they are trying to say

Noticeably behind other students in speech and/or language skills development Trouble forming sounds (articulation) May have breathy, harsh, husky or monotone voice, continually sounds

congested, voice may have a "whining" quality

Omits or substitutes sounds when pronouncing words

Language Disorder A language disorder has to do with meanings, rather than sounds, it refers to an impaired ability to understand

and/or use words in context. The disorder may involve:

the form of the language (phonology, morphology, syntax) the content of the language (semantics) the function of the language in communication (pragmatics) Language disorders may involve in any one or a combination of these 5 subsystems.

Characteristics: Noticeably behind other students in speech and/or language skills development improper use of words and their meanings and other grammatical patterns, cannot identify pronouns Have difficulty finding the right words when talking, and often use placeholder words such as "um" and/or leave words out of sentences when talking inability to express ideas and trouble getting others to understand what they are trying to communicate. Cannot give clear directions reduced vocabulary Has difficulty reading what others communicate through facial expressions and body language Asks questions and/or responds to questions inappropriately Cannot retell the events in a story in order Cannot write an organized paragraph hearing or seeing a words but unable to understand its meaning. inability to follow directions. **Note: These characteristics are vary widely and can easily be mistaken for other disabilities such as autism or learning disabilities.

General Academics and Behavior Characteristics of Both Disorders

Overall academic achievement may be lower than expected Word knowledge may be below expectancy Word substitutions may occur frequently in reading and writing (when copying) Hesitates or refuses to participate in activities where speaking is required Is inattentive and has difficulty with concentration May not initiate or maintain eye contact May become easily frustrated Has difficulty following directions Must be "shown" what to do Has trouble understanding information from what is seen, heard or felt May be embarrassed by speech, regardless of age Acts impulsively, and may respond before instructions are given out May isolate themselves from social situations

 Prevalence Causes

Educational Considerations
Communication skills are at the heart of the education experience. Eligible students with speech or language impairments will want to take advantage of special education and related services that are available in public schools.

The types of supports and services provided can vary a great deal from student to student, just as

speech-language impairments do. Special education and related services are planned and
delivered based on each students individualized educational and developmental needs. Most, if not all, students with a speech or language impairment will need speech-language

pathology services.

Speech-language pathology services includes: Identification of children with speech or language impairments; Diagnosis and appraisal of specific speech or language impairments; Referral for medical or other professional attention necessary

for the habilitation of speech or language impairments;

Provision of speech and language services for the habilitation or prevention of communicative impairments; and Counseling and guidance of parents, children, and teachers regarding speech and language impairments.

In addition to diagnosing the nature of a childs speechlanguage difficulties, speech-language pathologists also provide: individual therapy for the child; consult with the childs teacher about the most effective ways to facilitate the childs communication in the class setting; and work closely with the family to develop goals and techniques for effective therapy in class and at home.

Assistive technology (AT) can also be very helpful to students, especially those whose physical conditions make communication difficult. Each students IEP team will need to consider if the student would benefit from AT such as an electronic communication system or other device. AT is often the key that helps students engage in the give and take of shared thought, complete school work, and demonstrate their learning.

Planning Curriculum and Instruction for Students with Speech and Language Disorders
Learn as much as you can about the students specific disability. Speech-language impairments differ considerably from one another, so its important to know the specific impairment and how it affects the students communication abilities.

Assessments and Evaluations

Speech-language assessment is a complex process. Assessing, describing, and interpreting an individual's communication ability requires the integration of a variety of information gathered in the evaluation process.

Resources
National Stuttering Foundation http://www.westutter.org American Speech-Language Association http://www.asha.org The Stuttering Foundation of America http://www.stuttersfa.org National Center for Stuttering http://www.stuttering.com Advance for Speech-Language Pathologists and Audiologists http://speech-language-pathology-audiology.advanceweb.com Language and word games http://www.quia.com/pages/havemorefun.html

Sources
Hallahan, Daniel P., James M. Kauffman, and Paige C. Pullen. Exceptional Learners: An Introduction to Special Education. Boston: Pearson Education, 2012. Print. http://nichcy.org/disability/specific/speechlanguage

http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/SpeechLanguageImpairment_Characteristics.
html http://www.nytimes.com/health/guides/disease/mixed-receptive-expressive-language-disorder/overview.html http://www.asha.org/Publications/leader/2011/110405/Special-Education-Eligibility--When-Is-a-SpeechLanguage-Impairment-Also-a-Disability.htm http://www.asha.org/SLP/assessment/Assessment-Introduction/ http://www.asha.org/SLP/Assessment-and-Evaluation-of-Speech-Language-Disorders-inSchools/#sthash.vEAYPVY3.dpuf http://nichcy.org/s-l-i-8-tips-for-teachers http://www.slideshare.net/dennis43/speech-and-language-disorders-5473553