Speech or language impairment
The umbrella term “speech or language impairment” covers a number of communication problems. Those include stuttering, impaired articulation, language impairment or voice impairment.
speech and languageimpairments as “a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child's educational performance.”
Characterisitcs:
Language;
- Noticeably behind other students in speech and/or language skills development
- May have a learning disability (difficulties with reading or written language) with average intelligence
- Improper use of words and their meanings
- Inability to express ideas
- Inappropriate use of grammar when talking or writing
- Inability to follow directions
- Difficulties in understanding and/or using words in context, both verbally and nonverbally
- May hear or see a word but not be able to understand its meaning
- May have trouble getting others to understand what they are trying to communicate
- Has difficulty remembering and using specific words during conversation, or when answering a question
- Asks questions and/or responds to questions inappropriately
- Has difficulty discriminating likenesses and differences
- Has difficulty breaking words into sounds and syllable
- Has difficulty with concepts of time, space, quantity, size, and measurement
- Has difficulty understanding and using complex sentences
- Has problems understanding rules and patterns for word and sentence formation
- Cannot identify pronouns
- Cannot retell the events in a story in order
- Cannot make predictions, make judgments, draw conclusions
- Difficulties with figurative language (such as alliteration, similes, metaphors, personification, and idioms)
- Cannot give clear directions
- Cannot summarize essential details from hearing or reading a passage, nor distinguish relevant from irrelevant information
- Has difficulty understanding and solving math word problems (one or multi-step)
- Will not initiate conversations
- Has difficulty reading what others communicate through facial expressions and body language
- Repeats what is said or what is read, vocally or subvocally (under breath)
- Uses gestures when talking or in place of talking
- Is slow to respond during verbal interaction or following verbal cues
- Cannot identify or use different language in written work (expository, descriptive or narrative)
- Cannot write an organized paragraph
Speech:
- Noticeably behind other students in speech and/or language skills development
- Trouble forming sounds (called articulation or phonological disorders)
- Difficulties with the pitch, volume, or quality of the voice
- May display stuttering (dysfluency), an interruption in the flow of speech
- Omits or substitutes sounds when pronouncing words
- May have trouble getting others to understand what they are trying to say
- May have trouble with the way their voice sounds
- Is echolalic (repeats speech)
- Does not use appropriate speaking volume (too loud or too soft)
- May have breathy, harsh, husky or monotone voice
- Continually sounds congested
- Sounds nasal and voice may have a "whining" quality
- Has abnormal rhythm or rate of speech
- Frequently prolongs or repeats sounds, words, phrases and/or sentences during speech
- Has unintelligible (cannot be understood) or indistinct speech
Accommodations/Modifications:
Classroom Accommodations/Modifications for Speech Impairments:
- The most effective support for students with speech impairments is to receive speech therapy given by a speech-language pathologist (SLP). (Smith & Tyler, 2014)
- Based on speech severity, allow the student to substitute oral assignments with written papers or use other available technologies. (www.fentress.k12tn.net)
- Modify grading based on speech impairment. (www.fentress.k12tn.net)
- Allow the student time to express themselves. Do no interrupt a slow speaker. (www.fentress.k12tn.net)
- Provide the SLP with spelling/vocabulary lists. (www.fentress.k12tn.net)
- Allow the use of assistive technologies. (www.fentress.k12tn.net)
- Develop a procedure for the student to ask for help. (Do2Learn.com, 2013)
- Be a good speech model and speak directly to the student. (education.qld.gov.au, 2015)
- Reduce unnecessary classroom noise as much as possible. (education.qld.gov.au, 2015)
Classroom Accommodations/Modifications for Language Impairments:
- Students are greatly benefited by receiving language therapy from a speech-language therapist (SLP). (Smith & Tyler, 2014)
- Provide the student with information on topics prior to going over them in class. (www.fentress.k12tn.net)
- Minimize classroom noises and distractions. (www.fentress.k12tn.net)
- Provide copy of class notes. (www.fentress.k12tn.net)
- Give assignments both orally and written. (www.fentress.k12tn.net)
- Allow extended time for assignments and tests. (www.fentress.k12tn.net)
- Modify the length of assignments. (www.fentress.k12tn.net)
- Provide a private location for testing. (www.fentress.k12tn.net)
- Allow use of adaptive technologies. (www.fentress.k12tn.net)
- Provide SLP with spelling/vocabulary lists. (www.fentress.k12tn.net)
- Pre-teach words/ideas before using them in a real situation. (www.fentress.k12tn.net)
- Do not assume understanding of spoken instructions. (education.qld.gov.au, 2015)
- Ensure student has a way to appropriately express wants and needs. (Do2Learn.com, 2013)
- Ask open-ended questions. (Do2Learn.com, 2013)
- Present only one concept at a time. (Do2Learn.com, 2013)
- Work at the student's pace. (Do2Learn.com, 2013)
- Use tactic and visual cues (e.g. pictures, 3-D objects). (Do2Learn.com, 2013)
- Use as many hands-on experiences as possible. (Eggleston & Larson, 2007)
- Graphic organizers are useful in helping students organize and understand various language concepts. (Smith & Tyler, 2014)
Resources:
http://do2learn.com/disabilities/CharacteristicsAndStrategies/SpeechLanguageImpairment_Characteristics.html
http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/SpeechLanguageImpairment_Characteristics.html
Do2Learn: Educational Resources for Special Needs (Do2Learn: Educational Resources for Special Needs)
McKinley & Larson, 90; NSW Dept. School Ed, 89; Bashir, 89; Buttrill et al, 89.
Independent Education, December, 1993
http://www.parentcenterhub.org/repository/speechlanguage/
January 2011 | Resources updated online, May 2014
Center for Parent Information and Resources (Center for Parent Information and Resources)
Gargiulo, R.M. (2006). Special education in contemporary society: An introduction to exceptionality. Belmont, CA: Thomson Wadsworth.
Turnbull, A., Turnbull, R. & Wehmeyer, M. L. (2007). Exceptional lives: Special education in today's schools. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Smith, D., & Tyler, N. (2014). Speech and Language Impairments. In Introduction to contemporary special education: New horizons. Boston: Pearson Education.
Accommodations/Modifications for Speech-Language and Related Disorders. (n.d.). Retrieved March 29, 2018, from http://www.fentress.k12tn.net/countywide/AccMod.pdf
Do2Learn: Educational Resources for Special Needs. (2013, January 1). Retrieved March 29, 2018, from http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/SpeechLanguageImpairment_Strategies.html
Eggleston, L., & Larson, L. (2007, June 18). 06/18/07: Curriculum Modifications for Language Impairment. Retrieved March 29, 2018, from http://speech-language-pathology-audiology.advanceweb.com/article/061807-curriculum-modifications-for-language-impairment.aspx
Adjustments for students with a speech-language impairment. (2015, January 1). Retrieved March 29, 2018, from http://education.qld.gov.au/staff/learning/diversity/educational/sli.html