speech

Communication Disorders:Speech and Language

Impairments

Presented By:Liwanag DominguezLois T. Gumataotao

ED443/G: Assistive and Adaptive TechnologyDr. J. Cyrus

October 16, 2008

Activity #1

Pre-Test

By the end of this presentation the student will be able to . . .

Understand the Communication Process Describe Speech and Language

Impairments Discuss the prevalence List some causes of Communication

Disorders Know the benefits of AAC and Graphic

Organizers Help in the development of children’s

language

Communication Disorder according to ASHA (American Speech Language and Hearing Association)

A communication disorder is an impairment in the ability to receive, send, process and comprehend concepts of verbal, nonverbal and graphic symbol systems. A communication disorder maybe evident in the process of hearing, language, and or speech.

Communication Process

Communication symbols

Communication signals

Communication Process continued . . .

Respiratory system

Vibrating system

Resonating system

Speech mechanisms

Chest

Nasal cavities

Mouth

Throat

Hard / SoftPalate

Teeth, lips, tongue, jaw

What is Speech Impairment?

Speech Impairment is abnormal speech that is unintelligible, is unpleasant, or interferes with communication

Forms of Speech Impairments

Articulation: The abnormal production of speech sounds. (SODA)

Voice: Abnormal spoken language production, characterized by unusual pitch, loudness, or quality of sounds

Fluency: Hesitations or repetitions of sounds or words that interrupt a person’s flow of speech. (i.e. stuttering)

Characteristics of Speech Impairments:

Makes consistent and age-inappropriate articulation errors

Exhibits dysfluencies Has poor voice quality Is excessively loud or soft

Video Clip

Hi, my name is RM. I am autistic and have a speech and language impairment, so they say. So please view my video clip and tell me what you think!

Some causes of Speech Impairments:

Brain damage / Aphasia Autism Malfunction of the respiratory or speech

mechanisms Malformation of the articulators Physical or organic problem (cleft palate,

cleft lip) Stuttering Voice problems (abuse, arthritis)

How teachers can make a difference:

All peers are supportive of each other Maintain eye contact with the speech

impaired student during the whole conversation

Do not finish sentences or fill in words for the individual who stutters.

Activity #2

Say what you hear!

What is Language Impairment?

A Language Impairment is the difficulty or inability to master the various systems of rules in language, which then interferes with communication.

Forms of Language Impairment Form of Language

- Phonology- Morphology- Syntax

Content of Language- Semantics

Use of Language- Pragmatics

Characteristics of Language Impairments:

Is unable to follow oral directions Is unable to match letters with sounds Cannot create rhymes Cannot break words into syllables

Characteristics of Language Impairments continued . . .

Has an inadequate vocabulary Demonstrates poor concept formation Does not understand nuances, nonverbal

messages, or humor Has difficulty conveying messages or

conversing with others Has difficulty expressing personal needs

Some causes of Language Impairment

Brain injury Genetic causes Autism Ear infections No appropriate role models/left alone

often Not spoken to frequently/punished for

speaking Ignored when trying to communicate

Assistive Adaptive Technology

Kidspiration software Graphic Organizer Augmentative and alternative

communication

Activity #3

Graphic Organizer

Tips for Teachers: Best Practices

Be near the student when giving instructions.

Speak slowly and deliberately. Provide step by step directions. Use gestures that support

understanding. Model correct speech patterns. Touch base with the speech/language. Be patient when the child is speaking.

Prevalence

2nd largest category (19% of all students with Speech and Language impairments with learning disabilities, nationally.

Locally there are 900+ students with Speech and Language impairments with other learning disabilities (to include Early Intervention up to high school and private schools)

Activity #4

Post-Test

Summary

Oral communication is the primary mode on how we interact with each other to share knowledge, information, to socialize and express feelings. Therefore, the most important goal for students with speech or language impairment is that they need to be competent in communication by knowing about language to express their thoughts. Language is the foundation of learning.

Questions for Discussion

1. As a regular classroom teacher, what teaching strategies will you use to educate the child with a communication disorder?

2. How would you include the child with a communication disorder to participate in oral activities?

3. How will you account for questions #1 and #2 above?

Reference Define Communication DisorderName of Website: American Speech-Language and HearingAssociation (ASHA) http://www.asha.org/public/speech/disorders/ChildSandL.htm Graphic OrganizerName of Website: Graphic.Orghttp://www.graphic.org/ Introduction to Special Education: Making a DifferenceName of Author: Deborah Deutsch Smith Augmentative and Alternative Communication DeviceName of Website: AbilityHubhttp://www.abilityhub.com/aac/aac-devices.htm KidspirationName of Website: Inspiration Software, Inc.www.inspiration.com

Thank you for allowing us to communicate this information to you. We hope that you find it resourceful to better understand this disability. So we hope that you will join us in making a difference!