STUDENT WITH

SPEECH AND
LANGUAGE
DISORDER
CAMMY ETHANEI H. ARIB
ELCHA MIE MONTOYA
BSEd- Math 3
 2

Hello!
I am Cammy Ethanei H. Arib,
your presenter for today.
Learning Outcomes
At the end of the lesson, students are expected
to:
 Define speech and language disorder;
 identify types, symptoms, causes,
diagnosis, and treatment among students
with speech and language disorder; and
 perform a short roleplay on how to assess
students with speech and language
disorder.
Speech and Language Disorders
Factsheet (for Schools)
What Teachers Should Know
Speech refers to the way sounds and words are
formed, and a process of producing specific sounds
that convey meaning to the listener.
Language refers to the use of words to receive
and express information.

Speech and language disorder refers to any

condition that affects a person’s ability to
produce sounds that create words.
Students with language disorders may have trouble
understanding or being understood through all
forms of communication — verbal, nonverbal, and
written. 

Students with speech and language problems may

have trouble with reading, writing, or speaking
aloud in class.

Treatment is aimed at improving skills through

speech-language therapy. The sooner therapy
begins, the better.
Kids with speech disorders may have trouble with:

• articulation, the production of speech sounds

• fluency, the rhythm and flow of speech
• voice, the quality of pitch, resonance, or
loudness
3 Types of Speech and Language Disorder
1. Stuttering
Stuttering refers to a speech disorder that interrupts the flow of speech.
People who stutter can experience the following types of disruption:
• Repetitions occur when people involuntarily repeat sounds, vowels,
or words.
• Blocks happen when people know what they want to say but
have difficulty making the necessary speech sounds. Blocks
may cause someone to feel as though their words are stuck.
• Prolongations refer to the stretching or drawing out of
particular sounds or words.
The symptoms of stuttering can vary depending on the
situation. Stress, excitement, or frustration can cause stuttering
to become more severe.

2. Apraxia
The brain controls every single action that people make,
including speaking. Most of the brain’s involvement in speech
is unconscious and automatic.
3. Dysarthria
Dysarthria occurs when damage to the brain causes muscle
weakness in a person’s face, lips, tongue, throat, or chest.
Muscle weakness in these parts of the body can make speaking
very difficult.

People who have dysarthria may experience the following

symptoms:
• slurred speech
• mumbling
• speaking too slowly or too quickly
• soft or quiet speech
• difficulty moving the mouth or tongue
SYMPTOMS
The symptoms of speech disorders vary widely depending on the cause
and severity of the disorder. People can develop multiple speech
disorders with different symptoms.

People with one or more speech disorders may experience the

following symptoms:
• repeating or prolonging sounds
• distorting sounds
• adding sounds or syllables to words
• rearranging syllables
• having difficulty pronouncing words correctly
• struggling to say the correct word or sound
• speaking with a hoarse or raspy voice
• speaking very softly
CAUSES
•brain damage due to a stroke or head injury
•muscle weakness
•damaged vocal cords
•a degenerative disease (loss of function of
tissues and organs)
•dementia
•cancer that affects the mouth or throat
•autism
•Down syndrome
•hearing loss
Risk factors that can increase the likelihood of a
person developing a speech disorder include:
• being male
• being born prematurely
• having a low weight at birth
• having a family history of speech disorders
• experiencing problems that affect the ears, nose,
or throat
DIAGNOSIS
A speech-language pathologist (SLP) is a
healthcare professional who specializes in speech
and language disorders.
An SLP will review a person’s medical and family history. They will
also examine how a person moves their lips, jaw, and tongue and may
inspect the muscles of the mouth and throat.

Other methods of evaluating speech disorders include:

• Denver articulation screening examination. This test evaluates the

clarity of a person’s pronunciation.
• Prosody-voice screening profile. SLPs use this test to examine
multiple aspects of a person’s speech, including pitch, phrasing,
speech patterns, and speaking volume.
• Dynamic evaluation of motor speech skills (DEMSS) manual.
The DEMSS is a comprehensive guide for helping SLPs diagnose
speech disorders.
What Teachers Can Do
Students with speech and language impairments
may benefit from 
individualized education programs (IEPs) or 
504 education plans. 
If your student is being treated for a speech or
language problem, part of the treatment may include
seeing a speech-language pathologist during the
school day. Therapy may be one or more times a
week, depending on the severity of the condition.
Students with speech and language problems can feel
stressed and anxious, which can make it even harder to talk
and express themselves. A student may speak slowly in class
and should be given plenty of time to express thoughts. It’s not
helpful to interrupt or complete a sentence for the student, and
might embarrass them.

To support students in your classroom:

• Move kids closer to you. Having kids sit closer to the front
of the class makes it easier to help them with questions and
assignments. Kids also may need to sit closer to you if they
have a hearing problem.
• Make sure kids understand and write down assignments
correctly to help avoid confusion.
• Give extra time to complete assignments or make-
up work when needed.
• Use technology to make learning easier.
• Be patient (and encourage classmates to be patient)
when students speak in class.
• Talk about and celebrate differences. Students
with speech or language problems want to be
accepted like everyone else. But sometimes they’re
targeted by others who see them as “different.” Talk
about and celebrate differences, and focus on the
interests that kids share.
• Be mindful of bullying, and keep a zero-tolerance
policy for that behavior.
By addressing special needs
and offering support when
needed, I, YOU, and WE, can
help students with a speech and
language disorders learn as best
as possible.
Activity:
Direction:
As future educator, perform a
short roleplay/ dramatization
assessing students with speech
and language disorder.
 Criteria/ Rubrics for Activity
5 4 3
All insights presented by Most insights Insights presented
Relevance to the students are related to presented by the by the students are
the Topic the topic. students are related somehow related to
to the topic. the topic.

Students used props and Students perform Students are

Creativity perform creatively. creatively. somehow creative.

All of the members are Most of the members Some of the students
Cooperation cooperating and sharing are cooperating and are cooperating and
knowledge. sharing knowledge. sharing knowledge.
Internet Link/Sources:

https://kidshealth.org/en/parents/speech-l
anguage-factsheet.html
https://www.medicalnewstoday.com/articl
es/324764#treatment