Speech and Language Impairments

Describe speech impairments and language

impairments.
Discuss the prevalence of speech or language
impairments, and indicate how the prevalence of this
type of disability is related to that of learning
disabilities.
Describe the differences among language delays,
language differences, and language impairments.
Discuss how classroom teachers can make a difference
in the development of childrens language.
Describe key resources for students.
1000 B.C.: Speech and language problems are recognized, but
individuals are considered fools and sources of entertainment.
Balbus Balaesus the Stutterer
1910: The first public school speech correction services begin
in Chicago.
1913: New York begins speech correction programs in public
schools.
1925: The Academy for Speech Correction (later to become
ASHA) is founded and includes professionals from the fields
of speech, language, and hearing.
The 1970s see a shift in priorities from serving students with
minor articulation problems that are usually corrected
naturally with age, to intensive work with students with
severe speech or language problems.
1975: IDEA is passed, and ASHA coins the term
Speech/Language Pathologist (SLP).
Speech impairments can affect how a person
interacts with others in every type of setting.
Long term effects can be serious.
Aggressive behavior
Withdrawal
Denial of disability
Many deal with multiple problems, leading to
inaccurate conclusions for some.
Example: A person with Cerebral Palsy may be
misconstrued as having a mental disability due to
difficulty controlling muscles.
Speech and language:
Are fundamental human behaviors.
Are the basis of culture, commerce, science, and religion.
Separate humans from other species.
Affect opportunities and options in American society.
The communication process:
Allows people to interact and transfer information.
Includes communication signals .
Announcements of immediate situations or events
Includes communication symbols.
Vocal, written, gestural, or sign language
Requires a sender, a receiver, and a message.
Communication is the process of exchanging
knowledge, ideas, opinions, and feelings through the
use of verbal or nonverbal language.
Language is a rule-based method of communicating
ideas and information involving the comprehension
and use of signs and symbols.
Speech is the vocal production of language.
Speech impairments
include:
Voice problems.
Articulation problems.
Fluency or stuttering
problems.
Language impairments
include:
Form (rule systems).
Phonology
Morphology
Syntax
Content (semantics).
Intent and meaning
Use (pragmatics).
Understanding of an
objects purpose or
function
Speech Impairments:
Usually do not include
academic problems.
Depending on the
severity, the person may
have long-term difficulties
with self-concept and
independence.
Language Impairments:
Cause language to
develop late.
Create academic
problems.
Cause problems in social
and communicative
competence.
Often create difficulty
mastering reading at all
levels.
When primary and secondary disabilities are
both considered, speech or language
impairments are the largest special education
category.
A strong relationship exists between early
identification of speech or language
impairments and later identification of learning
disabilities.
The prevalence rate:
Decreases as children get older.
Shifts to learning disabilities by third grade.


Many causes are unknown.
Speech impairments can be a
result of:
Brain damage.
Malfunction of respiratory or
speech mechanisms.
Misuse of the right motor
responses.
Physical or organic problems
(such as a cleft palate).



Language impairments have
multiple causes, including:
Brain injuries resulting in
aphasia.
Otitis media (ear infections).
Genetic reasons.
Hearing impairments.
Environmental factors, such
as lack of: stimulation,
proper experiences for
cognitive development, and
role models.
Co-existing disabilities
(Autism).

Proper immunization
Folic acid during pregnancy
Proper prenatal care
Good nutrition
Availability of proper medical care
Dissemination of information about the
importance of protecting children from disease

Early Identification
Early identification is crucial to avoid development of
learning disabilities.
Pre-Referral
SLPs play a vital role in assisting teachers with
interventions and instructional procedures that can help
determine if special education services are provided.
Identification
Multiple assessments (developmental milestones, hearing,
family questionnaires, formal observations)
Evaluation: Diagnosis of Language Impairments
Balanced assessments include parent/staff interviews,
student history, checklists and developmental scales,
progress monitoring, dynamic assessment, portfolio
assessment, observations, and standardized tests.


Key elements to create supportive environments
Match language with the comprehension abilities of
students.
Be responsive to students language needs by modifying,
adjusting, or supplementing instruction.
Supply relevant examples for students.
Provide multiple examples to explain concepts.
Use specific referents (example: instead of Open your
book, say, Open your Geography book to page 36).
Avoid indirect expressions (example: instead of Do you get
it? ask, Do you understand how to complete the
worksheet?).
Give Explicit Instruction
Direct-language instruction is beneficial for students with
and without disabilities.
Provide opportunities for language use and
expanding comprehension of receptive
language.
Create a language-sensitive environment.

Reading comprehension strategies
Collaborative Strategic Reading (CSR)
Technology
Augmentative and alternative communication (AAC) to
provide different means for individuals to communicate with
others
Low tech (communication boards) and high tech devices
(speech synthesizers)
Content enhancement strategies
Can help to organize learning and remember complex content
(example: graphic organizers)

Youth with learning disabilities and speech
impairments have better adult outcomes than
other groups of individuals with disabilities
However, only 68% of students with speech
impairments graduate with a high school
diploma (US Department of Education, 2008).
SLPs and teachers should collaborate to:
Implement language instruction.
Enhance the learning environment for all students.
Create language-sensitive classrooms.
Foster generalization of therapy results.
Home environments foster language
development when they include:
Good role models.
Many opportunities to talk.
Rich and varied experiences.
Instructional opportunities.
How might the general and special education
curricula be modified to better develop the language
and literacy abilities of students? How can
speech/language pathologists help?