Speech or Language Impairment

Definition of Speech or Language Impairment under IDEA The Individuals with Disabilities Education Act, or IDEA, defines the term speech or language impairment as follows: (11) Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, language impairment, or a voice impairment, that adversely affects a childs educational performance. [34 CFR 300.8(c)(11] (NICHY).

AREAS IN WHICH THE IMPAIRMENTS OCCUR Speech Articulation-The way sounds are pronounced Fluency: Flow of speech Voice

Language: The way ideas, feelings, and information is expressed

TYPES OF SPEECH IMPAIRMENTS Childhood Apraxia of Speech (CAS) o Articulation Stutter o Fluency Dysarthria o Voice

CHARACTERISTICS OF SPEECH IMPAIRMENTS Articulation: Child has difficulty making certain sounds. Sounds may be left off or changed making it difficult to understand the child. Fluency: Childs flow when speaking is disrupted by hesitations, repetitions, or prolonged sounds, usually accompanied by tension in the face, neck, and fists. o Stutter Voice: problems with pitch, quality, or loudness in the childs voice. o May sound nasally or stuffed up o Notice frequent loss of voice or pain when speaking

CHARACTERISTICS OF LANGUAGE IMPAIRMENTS Language: refers to meaning rather than sounds o Difficulty understanding words and meanings o Unable to express ideas o Unable to follow directions o Lower vocabulary o Improper use of grammar and words TYPES OF LANGUAGE IMPAIRMENTS Expressive Language Disorder o Difficulty expressing desires and needs Receptive Language Disorder o Difficulty understanding what others are saying

ASSESSMENT/INTERVENTION
Speech-Language Pathology Services o Professionals identify, diagnose, and refer children with speech/language impairments to appropriate medical and professional interventions. School staff will develop and IEP. o Children receive speech therapy as well as work close with their families and professionals in class and at home. o Professionals meet with teachers to discuss what the child needs and will be receiving during speech therapy.

FOR TEACHING/LEARNING STRATEGIES Reach out to professionals if you notice any speech or learning impairment characteristics. Learn as much as you can about your student(s) specific impairments! Each is so different that it is imperative to know what would be the most effective communication strategy for your teaching. Ask for copies of the childs IEP if you are not on his/her intervention team. Make accommodations during instruction and on assignments to focus on the students strengths. Look for resources within your district Use assistive technology when appropriate Communicate with parents frequently focusing on the childs strengths and progress For students who stutter: Filling in the word they are trying to say does not necessarily help the child. Instead, allow the child to speak to you as best as he/she can and at his/her own pace so that you are perceived as listening to what the child is saying-not how they are saying it.

ADDITIONAL RESOURCES http://www.asha.org/ The American Speech-Language-Hearing Association "Making effective communication a human right; accessible and achievable for all. This organization offers general information of each type of speech and language impairment, as well as ways to find professional assistance. http://www.apraxia-kids.org/ The Childhood Apraxia of Speech Association of North America: A nonprofit publicly funded program that offers resources for parents with children with apraxia. This program provides networking and educational opportunities. http://www.westutter.org/ The National Stuttering Association provides community and informational support for those who stutter. This organization provides information for families, professionals, and educators as well as handouts for parents.