Download Speech or Language Impairment

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What is Speech?
Ideas, feelings, and
thoughts expressed orally
through a series of
complex muscle
movements in the head,
neck, chest, and abdomen
that produce decodable
sounds.
What is Language?
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The expression of human
communication through
which knowledge and
behavior can be experienced,
explained, and shared.
Based on systematic,
conventionally used signs,
sounds, or gestures that
convey understood meanings
within a group or community.
Did You Know?
By the first grade roughly 5% of children have noticeable speech disorders.
Between 6 & 8 million individuals in the U.S. have some form of language impairment.
 Under
the IDEA definition, a speech or
language impairment is a communication
disorder such as stuttering, impaired
articulation, a language impairment, or a
voice impairment that adversely affects a
child’s educational performance.
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Speech Disorder
Children who have trouble
producing speech sounds
correctly
Children who hesitate or
stutter when talking
Children who have
difficulty putting sounds
and syllables together in
the correct order to form
words (Apraxia)
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Language Disorder
Children who have trouble
understanding what others
say (receptive language)
Children who have
difficulty sharing their
thoughts (expressive
language)
Children who have a
specific language
impairment (SLI)
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Speech
Childhood Apraxia of
Speech
Dysarthria
Orofacial Myofunctional
Disorders
Speech Sound Disorders:
Articulation and
Phonological Processes
Stuttering
Voice
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Language
Language-Based Learning
Disabilities
Preschool Language
Disorders
Selective Mutism
Medical & Developmental Conditions
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ADHD
Autism
Cleft Lip and Palate
Right Hemisphere Brain Injury
Traumatic Brain Injury
Communication
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Frequently do not perform at
grade level and have difficulty with
tests
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Struggle with reading
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Have difficulty understanding and
expressing language
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Misunderstand social cues
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Avoid attending school
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Show poor judgment
Language
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Difficulty in learning to listen,
speak, read, or write
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Have difficulty using language to
communicate, think, and learn
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Exhibit problems in the
production, comprehension, and
awareness of language sounds,
syllables, words, sentences, and
conversation
Speech
Language
•Consult a speech language pathologist before planning assignments and activities.
•Anticipate areas of difficulty and involve the student in problem-solving.
•Provide assistance and positive reinforcement when the student shows the ability to do
something unaided.
•Use a peer-buddy system when appropriate.
•Focus on interactive communication & use tactile and visual cues.
•Have a speech therapist present language units to the entire class.
•Be aware of the student’s functioning level in auditory skills, semantics, word recall, syntax,
phonology and pragmatics.
•Work at the student’s pace.
•Reduce unnecessary classroom noise.
•Allow more time for the student to complete assignments and tests.
•Have routines that the student can follow.
•Use augmentative communication systems to ensure that nonverbal students and students
Academics with severe physical disabilities have effective ways to communicate.
& Behavior •Ensure that the student has access to their communication system across all contexts, all the
time.
http://www.asha.org/
•Activities to encourage
speech and language
development:
•http://www.asha.org/public/s
peech/development/ParentStim-Activities.htm
http://www.nidcd.nih.gov/
•Directory of
Organizations:
•http://www.nidcd.nih.gov/dire
ctory/
http://www.do2learn.com
•Learning Strategies:
•http://www.do2learn.com/dis
abilities/CharacteristicsAndSt
rategies/SpeechLanguageImp
airment_Strategies.html