Speech or Language Impairment (SLI)

Characteristics
Speech or Language Impairment is a problem in communication,and can refer to a
childs language development being significantly below age level. A child's communication
is considered delayed when the child is noticeably behind peers in the development of speech
and/or language skills. Causes of speech and language disorders can include hearing loss,
brain injury or disorder, intellectual disability, drug abuse, physical impairments (such as cleft lip
or palate), and vocal issues. The cause may also be unknown.
A speech disorder refers to difficulties producing speech sounds or problems with voice quality.
A language disorder refers to difficulties in the ability to understand (receptive language) and/or
use words or express thoughts (expressive language). Sometimes a child will have both
language and speech delays. In most local school districts, speech/language pathologists will
conduct testing which helps to determine if there is a disorder.
Speech or language impairment is one of the categories of disability specified in IDEA. This
means that a child with a speech or language impairment may be eligible for special education
and related services if it adversely affects their education.
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

Academics & Behavior

Overall academic achievement may be lower

than expected
Word knowledge may be below expectancy
Word substitutions may occur frequently in
reading and writing (when copying)
Hesitates or refuses to participate in activities
where speaking is required
Is inattentive and has difficulty with
concentration
May not initiate or maintain eye contact
May become easily frustrated
Has difficulty following directions
Must be "shown" what to do
Has trouble understanding information from what is seen, heard or felt
May be embarrassed by speech, regardless of age
Acts impulsively, and may respond before instructions are given out
May isolate themselves from social situations

Physical
May be conditions in the student's
medical/developmental history, such as cleft
lip and/or palate, cerebral palsy, muscular
dystrophy, brain injury or disorder, aphasia,
hearing loss, ear surgery, facial
abnormalities, or congenital (present at birth)
disorders
Has frequent allergy problems or colds
Has oral muscular coordination slower than
normal
Displays clumsiness or seems to be
uncoordinated

Strategies for Speech or Language Impairment