What's inside?

Causes Characteristics Prevention Current Trends

Effects on Adolescents Effects on Adults Instructional Strategies

Speech and Language

Impairment
What is a Speech or Language Impairment? Causes of Speech or Language Impairment
“A communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment tha
and other neuromuscular
disorders, severe head
injuries, stroke, viral
diseases, certain drugs,
physical impairments such as
cleft lip or palate, and
inadequate speech and
Speech and language language models in the
disorders refer to problems in home environment.
communication and related
areas such as oral motor
Most voice abnormalities in
function.
children are caused by
Some causes of speech and frequent throat clearing,
language disorders include coughing, shouting, or
hearing loss, neurological yelling. Abuse may induce
disorders, brain injury, vocal cord inflammation or
mental retardation, drug abuse, nodules and polyps.
physical impairments such as Smoking, allergies, and
cleft lip or palate, and vocal alcohol may also damage
abuse or misuse. Frequently,
the larynx (vocal cords)
however, the cause is
and cause voice disorders.
unknown.

Some of the causes of speech

and language disorders are
related to hearing loss, short
memory span, cerebral palsy
 Characteristics of Speech and Language - Langua
Characteristics of Speech and Language - Speech Impairments

Speech Impairments Articulation disorders are errors in the

production of speech sounds that may be related to anatomical or Five basic areas of language
physiological limitations in the skeletal, muscular, or neuromuscular impairments:
support for speech production. These disorders include Omissions, Phonological disorders are
Substitutions, and Distortions. defined as the abnormal
organization of the
Fluency disorders are difficulties with the rhythm and timing of phonological system, or a
speech characterized by hesitations, repetitions, or prolongations of significant deficit in speech
sounds, syllables, words, or phrases. Common fluency disorders production or perception.
include:
Morphological disorders are defined as difficulties with
1. Stuttering: rapid-fire repetitions of consonant or vowel morphological inflections (inflections on nouns, verbs, and
sounds especially at the beginning of words, prolongations, adjectives that signal different kinds of meanings).
hesitations, Semantic disorders are characterized by poor vocabulary
interjections, and complete development, inappropriate use of word meanings, and/or
verbal blocks inability to comprehend word meanings.
2. Cluttering: excessively fast and Syntactic deficits are characterized by difficulty in
jerky speech. acquiring the rules that govern word order and others
Voice disorders are problems with the aspects of grammar such as subject-verb agreement.
quality or use of one's voice Typically, these students produce shorter and less
resulting from disorders in the elaborate sentences with fewer cohesive conjunctions
larynx. Voice disorders are than their peers.
characterized by abnormal Pragmatic difficulties are characterized as problems in
production and/or absences of understanding and using language in different social contexts.
vocal quality, pitch, loudness, These students may lack an understanding of the rules for making
resonance, and/or duration. eye contact, respecting personal space, requesting information,
and introducing topics.
 Current Trends
The use of technology in assisting students with
Speech and Language Impairments is
increasing, and students are able to be
included in general education settings with
the use of these technologies..

Effects of Disability
on Adolescents
1. Talk, read, and play with your child every day. Students with language deficits are at higher risk
2.Children learn sounds and words by hearing and for antisocial behaviors, behavior problems,
seeing them. emotional disabilities; students may have
3.Take care of your child’s teeth and mouth. difficulty forming relationships due to their
speech/language difficulties.
4.Have your child’s hearing checked.
5.Have your child’s speech screened at a local
clinic or school. Effects of Disability
6. Give your child time to talk. on Adults
7.Try not to interrupt your child while he or she is
speaking. Adults may have a difficult time
communicating in public due to their
8.Don’t drink or use drugs while you are pregnant
speech/language impairment-this may cause lack
9. Be sure that your child uses a helmet and seat belt
of employment due to social issues, and adults
to prevent accidents that cause brain injury can work with speech language
pathologists to help remedy these issues. As
students, transition plans should be put into place to
help them to transition to adulthood
with a speech or language impairment.
 Instructional Strategies
Speech-language pathologists provide a variety of professional
services aimed at helping people develop effective The general education teacher should work with the speech-
communication skills. These services may include: language pathologist to incorporate strategies to help the
student generalize strategies mastered in speech therapy. The
general education and special education teacher should both
collaborate with the speech- language pathologist for
1.Helping children with articulation disorders to learn
interventions and teaching strategies.
proper production of speech sounds

2. Helping children who stutter to speak more fluently -

Assisting children with voice disorders to improve their voice
quality
1.
3. Helping individuals with aphasia to relearn speech and
language skills

4. Assisting individuals who have difficulty swallowing as a

result of illness, surgery, stroke, or injury

5. Evaluating, selecting, and developing augmentative and

alternative communication systems
SOURCES
http://projectidealonline.org/speechLa
nguageImpairments.php
http://www.napcse.org/exceptionalch
ildren/speechandlanguageimpairment
s.php
http://www.asha.org/uploadedFiles/P
reventingSpeechandLanguageDisord
ers.pdf
Allison Middleton. (n.d.). Speech or
Language Impairment Brochure for
Parents and Teachers.

GROUP 3
BIAGTAN,
Jesica CRUZ,
Roselle
DE GUZMAN, Lyka Mae
NICOLAS, Maria Angeli