Speech and Speech and Language Language

ImpairmentsImpairments

Erin BiermacherKristen Yankoviak

Speech DisorderSpeech Disorder

A speech disorder is when someone has trouble producing sounds.

Characteristics of a Characteristics of a Speech DisorderSpeech Disorder

◦Trouble forming sounds◦Interruption in the flow or rhythm of speech, such as stuttering

◦Difficulties with pitch or volume of voice

◦Trouble producing specific sounds or words

Language ImpairmentLanguage Impairment

A language impairment is when someone has trouble understanding or using words in context, both verbally and non-verbally.

Characteristics of a Characteristics of a Language ImpairmentLanguage Impairment

◦Not using words correctly◦Getting word meanings incorrect◦Not being able to verbally express ideas

◦Frequent grammatical errors◦Low vocabulary◦Not being able to follow directions

Common CharacteristicsCommon Characteristics

The most common characteristics of speech and language impairments include problems…◦Understanding and decoding what is

heard◦Articulating sounds◦With the rate/rhythm of speech◦Using sounds and words in context

Speech and language impairments are the most common childhood disabilities and affect about 1 in 12 children.

The characteristics of these disorders are most prevalent in infants, toddler, and preschoolers and are usually diagnosed at young ages.

MisconceptionsMisconceptionsThat it is not a serious disorder or

impairment. With this attitude, speech and language impairments are not easily detected because not enough attention is focused on the disorders.

Some people may think that young children will grow out of the problems they are having with speech/language but this is not always the case and early intervention and support is important.

MisconceptionsMisconceptionsThese misconceptions greatly

affect the teaching and learning of students and can lead to the following…◦Behavioral problems◦Mental health problems◦Retention◦Reading difficulties◦Lack of confidence

MisconceptionsMisconceptions

Lack of time, resources, and teacher support are some reasons why speech and language disorders are not diagnosed enough in the primary care setting, which can lead to severe problems down the road.

Modifications and Modifications and AccommodationsAccommodations

Allow nonspeaking students and those with severe physical disabilities to use assistive technology such as electronic communication systems to communicate

If needed, provide a student who is hard at hearing with an interpreter.

Use audio amplification systems (FM system)

Place students at the front of the classroom

Modifications/Modifications/AccommodationsAccommodations

Allow students to respond in different ways:◦ With pictures on communication boards◦ With movement and/or signals◦ In writing

Give students sufficient time to respond and repeat or rephrase their statements for the class

Discuss when you will call on the student (for example, only when they are raising their hand)

Allow students to tape record oral responses in advance

Modifications/Modifications/AccommodationsAccommodations

Use visuals when teaching new vocabulary and concepts; pair oral explanations with visuals

Model activities and directionsPre-teach vocabulary Use visual and kinesthetic cues

while teaching Give students vocabulary lists

Modifications/Modifications/AccommodationsAccommodationsLarger print to facilitate readingAllow students to read with a

partnerReduce reading level if needed Tape record books, directions for

assignments, and/or tests so students may listen to them

Modifications/Modifications/AccommodationsAccommodations

Extended time for assignments and tests

Present assessment directions and questions in multiple ways:◦Read them to the student◦Give the student a written copy◦ Incorporate pictures ◦Repeat or reword directions

None of these accommodations are necessarily more effective than others; it depends on the specific speech or language impairment of the student and what their needs are

An Example of Curricular An Example of Curricular ModificationsModifications

A student in my classroom has a speech impairment in which he has trouble pronouncing specific sounds (mainly vowel sounds) and has problems with his voice. This affects his reading ability since he is unable to produce specific sounds and has trouble blending sounds to form words.

To modify the curriculum, we work with him one-on-one on the common syllables in Spanish words. We have him put 3 syllable cards together and he practices reading the resulting nonsense word. During guided reading, this student is often paired with another student or pulled in a small group with me or my CT. He receives speech therapy and works with a special education teacher to develop his productive English vocabulary.

Resources for Additional Resources for Additional InformationInformation

Visit the National Association of Parents with Children in Special Education website at http://www.napcse.org/ to read more about Speech and Language Impairments

The National Dissemination Center for Children with Disabilities (http://nichcy.org/) also provides valuable information about Speech and Language Impairments.

The American Speech-Language-Hearing Association provides a number of resources; visit http://www.asha.org/.

For information about the relationship between speech or language impairments and reading ability visit http://jslhr.highwire.org/cgi/content/abstract/36/5/948 to read an article about a research study on this topic.

BibliographyBibliographyThe organized special education teacher. (2006). Organized Teaching,

Retrieved from http://organizedteaching.com/the_organized_sp_ed_teacher/accommodations_modifications.html Prelock, P. (2008). Speech-language impairment: how to identify the

most common and least diagnosed disability of childhood. The Medscape Journal of Medicine, 10. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2491683/

 Speech and language impairments. (2004). National Association of

Parents with Children in Special Education, Retrieved from http://www.napcse.org/exceptionalchildren/speechandlanguageimpairments.php

Bibliography (Continued)Bibliography (Continued)

Speech and language disorder and diseases. (1997). American Speech and Language/Hearing Association, Retrieved from

http://www.asha.org/public/speech/disorders/ Speech and language impairments. (201). National Dissemination

Center for Children with Disabilities, Retrieved from http://nichcy.org/disability/specific/speechlanguage