Beth Sauvé

Speech and Language Impairment:

Definition: “(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.”

Categories and Characteristics:

Articulation: A speech impairment where the child pronounces sounds incorrectly (e.g. lisp, or a difficulty articulation certain sounds, such as ‘I’ or ‘r’.

o Difficulty making certain sounds o Leaving out or changing certain sounds (e.g. ‘wabbit’ instead of ‘rabbit’) this is common

in younger children but passed a certain age is not appropriate.

Fluency: A speech impairment 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 patterns.

o Disruption of the shythmic and forward flow of speech – usually a stutter. o An Abnormal number or repetitions, hesitations, prolongations, or disturbances. o Tension in face, neck, shoulders, or fists.

Voice: A speech impairment where the child’s voice has an abnormal quality to its pitch, resonance, or loudness.

o Hoarse, raspy or harsh voice o Sometimes nasaly, or stuffed up o Sometimes a sharp or dull pain when using voice, can sometimes be seen inface.

Language: A speech impairment where the child has problems expressing their needs, ideas, or information, and/or understanding what others are saying.

o 3 sub catagories: Expressive Language Impairment: Problems expressing their own ideas or needs Receptive Language Impairment: Problems understanding what others are

saying. Mixed Language Impairment: a combination of the two.

o An impaired ability to understand and/or use work with in a context. o Improper use of words and their meanings o Inability to express ideas o Inappropriate grammatical patterns o Reduced vocabulary o Inability to follow directions

Causes:

Frequently unknown

Hearing loss

Neurological disorders

Brain injury

Intellectual disabilities

Drug abuse

Physical impairments (cleft lip or palate)

Vocal abuse or misuse

Teaching Strategies:

Accept the fact that a disability exists

Develop a protocol for the student to tell you when he/she anticipates a need for assistance.

Speak directly to the students with a disability as you would any other sudent

When it appears that a student needs help, ask if you can help. Accept a ‘No Thank You’ graciously

Be a good speech model. This will indicate to all that good communication is desirable.

An atmosphere conductive to easy and food interactive communication should be established and maintained in the classroom

Consult a Speech Language expert concerning each child

Keep up-to-date with the child’s accomplishments in therapy

Maintain contact with student

Allow students to tape lectures

Provide and interpreter when needed (ASL or other language)

Be patient

Be a good listener

Allow more time for students to complete each activity

Consider alternate activated and exercises that can be utilized with less difficulty for students, but has the same similar objectives.

Provide adaptive equipment when needed

Resources:

http://nichcy.org/disability/specific/speechlanguage

http://www.asha.org/public/speech/disorders/AAC.htm

www.utahparentcent.org

http://www.ldonline.org

http://www.as.wvu.edu/~scidis/text/comm.html