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=﻿ Speech And Language Impairments =

-Speech and Language are the primary ways of communicating and interacting with others for most people. We talk with others to share knowledge, fellings, and information. Communication is with others is an extremely important part of life. Speech and language impairments play a major role in the field of special education, the co-occurance of a having a child with a speech or language impairment that will also have a learning disability is estimated at roughly 96%. (Sunderland)

=﻿Key Terms:=

- Speech : The vocal production of language. - Communication : The transfer of knowledge, opinions, feelings, or ideas. - Language : The system of linguistic signs or symbols used in communication. =﻿= =Early Signs:=

-The student will not develop the necessary languange skills as a pre-schooler. -Teachers are aware of possible learning disabilities due to the lack of communicating skills. This is evident around third grade. -Teachers notice clear struggling in areas that require applying language, such as reading, writing, and orally communicating.

-A child with a speech disorder may:
 * Show repetitions, and interuptions in the flow of their speech.
 * have poor voice quality, such as a distracting pitch.
 * Speak overly loud or soft.

-A child with a language disorder may:
 * Be unable to follow oral directions.
 * Cannot create rhythms.
 * Not be able to break words down into syllables.
 * Has a below average vocabulary.
 * Have difficulty expressing personal needs.

=﻿Causes:=

-Speech impairments can be caused by many different conditions. Such as: brain damage, problems in the development of the body parts that promote speech (Mouth, teeth, lips, tongue).

=IDEA '04:=

-IDEA '04 considers speech and language impairments to be one special education category.

=﻿ ﻿Speech/Language Pathologists (SLP): = = ﻿ =

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-A speech/Language Pathologist, or SLP's are the professionals that help students maximize their communication and language skills, they diagnose and treat speech and language impairments. Not all schools are fortunate enough to have a SLP on their staff, however, many schools will bring one in if needed. Many centres for other disabilities will have a SLP that is present at all times, such as the Geneve Centre for Autism in Toronto, Canada.

-Below is a great link for more information on SLP's.

[] = ﻿ ﻿ ﻿Speech Impairments vs. Language Impairments: =

- Speech Impairments: ﻿Abnormal speech that is unpleasant, or interferes with communication. Speech impairments cover three major types of problems: difficulties with articulation, voice, and fluency. Any problem within one of these three categories will be distracting to the listener and will definately interfer with the communication process. The most common speech impairment is ﻿articulation problems. This occurs when the sounds that are produced by speech is flawed. Therere, the sounds that are created are incorrect. Someone who has articulation problems will **NOT** need to seek attention from an SLP. Fluency Problems ﻿are evident when a student usually hisitates or repeats certain parts of a word or words completely. The most common example of a fluency problem would be stuttering. The final example is ﻿voice problems. Voice problems, which are not very common in students. It is derectly effected by two factors, pitch and loudness. Pitch is the percieved high or low quality of a voice, and loudness refers to the intenstity of the voice.

- Language Impairments: ﻿is the difficulty to master the various systems of rules in language, which directly interferes with commununication. Language can be divided into three sub-categories, Form, Content, and Use. Form ﻿is the rule system that is used in all language, such as sounds and sound combinations in oral language, letters and letter combinations in writing, and the manual movements and finger movements in sign language. Content is related to the meaning of a message sent through communicating. Use ﻿is the most basic of the three terms, it is the ability to apply language appropriately. Basically, it is the ability to use words in social context. =﻿= = Tips for Classroom Management: =

-Children and students are often insensitive of children with speech or language impairment and maintaining a classroom with a positive atmosphere is very important, in a classroom, teachers may:
 * Have discussions about feelings, attitudes and reactions to the impairments.
 * Hold students responsible for any laughing or inappropriate activity when a child with an impairment speaks.
 * Teach and allowe students to fill in the missing words for a student who is stuttering.

-For more information about Speech and Language Impairments you can visit: [] or [] or []

Citation Information:

- Introduction to Special Education: Making A Difference 7th Edition By: Deborah Smith and Naomi Tyler (Text) -The Ontario Association for Families of Children with Communication Disorders. []