Chapter Ten Individuals with Speech and Language Impairments

Chapter Ten Individuals with Speech and Language Impairments

Nature of Speech, Language, and Communication n Language: rule-based method of communication – – – n Phonology Morphology Semantics Syntax Pragmatics Communication: involves verbal and nonverbal behaviors 2

Language Components 3

Defining Speech and Language Impairments The American Speech-Language-Hearing Association defines a communication disorder as “an impairment in the ability to receive, send, process, and comprehend concepts or verbal, nonverbal, and graphic symbols systems. A communication disorder may be evident in the processes of hearing, language, and/or speech. ” n The IDEA label for students with communication difficulties is “speech and language impairment” and they are eligible for special education if they have “a communication disorder such as stuttering, impaired articulation, a language impairment or a voice impairment, which adversely affect a child’s educational performance. ” n 4

Classifying Speech and Language Impairments Speech Disorders – – – Language Disorders Articulation disorders Fluency disorders Voice disorders – – – Central Auditory Processing Disorders (CAPD) – – – Phonological disorders Apraxia of speech Morphological disorders Semantic disorders Syntactical deficits Pragmatic difficulties -Difficulty processing sounds 5

Organs Typically Used in Speech Production 6

Historical Perspectives n Historical reactions toward individuals with disabilities: – Rejection – Objects of pity – A rewarding sense of humor 7

Prevalence of Speech and Language Impairments n High incidence disability n Often occurs with other disabilities n 20% of children receiving special education receive services for speech and language disorders n Preschoolers with speech and language disorders represent half of all preschoolers receiving special education 8

Etiology of Speech and Language Impairments Ways to Classify Speech and Language Impairments Functional vs. Organic Environmental Physical Congenital, Developmental, or Acquired Exist at birth Emerge in childhood Result from injury 9

Prevention of Speech and Language Impairments n Children typically develop language within acceptable limits n Language is learned in social contexts n Provide early language experiences to infants and young children n Genetic testing may be warranted in some situations 10

Characteristics of Speech and Language Impairments Expressive Language May experience difficulties with: § Limited vocabulary § Incorrect grammar or syntax § Excessive repetition of information § Difficulty formulating questions Receptive Language May experience difficulties with: § Following oral directions § Understanding humor or figurative language § Comprehending complex sentences § Responding to questions appropriately 11

Assessing Speech and Language Impairments n Formal and informal measures – case histories, family interviews, health assessments, observations, developmental information, family dynamics, speech and language assessments n Professionals – teachers, speech-language pathologists, audiologists, neurologists, physicians 12

Suggestions for the Classroom Strategies to Assist Students with Central Auditory Processing Disorder (CAPD) n n n n Select seating away from distracting stimuli Reduce visual and auditory distractions Gain the child’s attention before giving directions Give directions in a logical and sequential order Paraphrase information Check for comprehension Use visual aids and written directions to supplement spoken information 13

Where are Students with Speech and Language Impairments Educated? 14

Services for Young Children with Speech and Language Impairments n Early identification importance n Early identification procedures n Services available from birth to school age n Interactions with typically developing peers 15

Adolescents and Adults with Speech and Language Impairments n Communication disorders may compound adolescent insecurities n Transition planning 16

Family Issues n Speech-language pathologists include families in the assessment and planning process n Speech-language pathologists provide suggestions to families to assist them in helping their children with speech or language impairments 17

Issues of Diversity Children who do not speak standard or proficient English do not have speech or language impairments although some students with limited English proficiency may also have special learning needs including speech and language impairments. 18

Technology and Individuals with Speech and Language Impairments n Assistive Technology n Augmentative or Alternative Communication (AAC) 19

Trends, Issues, and Controversies n Early intervention n Assistive technology n Cultural and linguistic diversity n Controversies regarding etiologies of speech and language disorders 20