Speech & Language Impairment

Definition •There are many kinds of speech and language disorders that can affect children. In this fact sheet, we’ll talk about four major areas in which these impairments occur. These are the areas of: o Articulation | speech impairments where the child produces sounds incorrectly (e.g., lisp, difficulty articulating certain sounds, such as “l” or “r”); o Fluency | speech impairments where a child’s flow of speech is disrupted by sounds, syllables, and words that are repeated, prolonged, or avoided and where there may be silent blocks or inappropriate inhalation, exhalation, or phonation patterns; o Voice | speech impairments where the child’s voice has an abnormal quality to its pitch, resonance, or loudness; and o Language | language impairments where the child has problems expressing needs, ideas, or information, and/or in understanding what others say. (1) •&νβσπ;Specific words in IDEA o “(11) Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.” [34 CFR §300.8(c)(11] Characteristics •A child's communication is considered delayed when the child is noticeably behind his or her peers in the acquisition of speech and/or language skills. Speech disorders refer to difficulties producing speech sounds or problems with voice quality. Characteristics may include: o interruption in the flow or rhythm of speech such as stuttering (known as dysfluency); o trouble forming sounds (called articulation or phonological disorders); o difficulties with the pitch, volume, or quality of the voice; o trouble using some speech sounds, such as saying "see" when they mean "ski." •&νβσπ;A language disorder is an impairment in the ability to understand and/or use words in context, both verbally and nonverbally. Characteristics include: o improper use of words and their meanings; o inability to express ideas; o inappropriate grammatical patterns; o reduced vocabulary and inability to follow directions Strategies •&νβσπ;Patience, patience, patience •&νβσπ;Accepting and accommodating an individual’s speech and individual instruction •&νβσπ;Encourage the student to participate in classroom activities, giving her adequate time to speak. •&νβσπ;Create an environment of acceptance and understanding in the classroom, and encourage peers to accept the student with speech impairment •&νβσπ;Practice and maintain easy and effective communication skills: o model good listening skills, o facilitate participate of all students in discussion and activites •&νβσπ;Speak to the student as you would with any other student. •&νβσπ;Do not interrupt or try to complete her thoughts. Ask her to repeat her message when necessary; do not feign understanding. •&νβσπ;When introducing new vocabulary, help the student practice difficult words. Dividing words into syllables and pronouncing each syllable will improve speech, reading and writing. •&νβσπ;Using many different listening activities will also aid the student in comprehending and determining her own production of sounds. •&νβσπ;Have the student answer “yes” or “no.”