Speech
or Language Impairment:
students
with speech or language impairment struggle to communicate. For example,
stuttering, impaired articulation or voice impairment. A few helpful tips warn
students before you ask them a question and remain patient while they
articulate their answer.
Definition
•&νβσπ;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
•&νβσπ;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.”
Resources
Definitions
Characteristics
Strategies
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