Students with Speech and Language Disorders (Understanding speech and…
Students with Speech and Language Disorders
Understanding speech and language disorders
Development of the study of speech and language disorders
earliest work was in 19th century
1 textbook was published in 1802
emergence of a profession
the passage of federal special education law in 1975, the profession of speech-language therapy has continued to evolve.
it is essential to think about what students are trying to express and to whom.
IDEA:a communication disorder such as stuttering, impaired articulation, language impairment, or a voice impairment that adversely affects a child’s educational performance
Message, Sender, Receiver, channel
verbal and nonverbal
Language, is symbols governed by complex rules, that are used to communicate, based on their culture.
When students have language disorders that cannot be explained by physical disabilities, intellectual disabilities, hearing loss, or other disabilities, they are referred to as having specific language impairments
Delay, aphasia, Central auditory processing disorder
voice, resonance, articulation, and fluency
most common is stuttering
childhood aparaxia of speech
elements of speech
use of oral channel to communicate
approximately 1.03 million students ages 6 to 21 received services for a speech or language disorder as their primary area of disability.
1.7% of all school-age students and has fluctuated little over the past decade
Causes of Speech and Language Disorders
Cognitive and academic characteristics
These students may be academically gifted, they may be average in their cognitive ability, or they may struggle to learn and understand.
comparable to that of their peers, these disorders often have a profound impact on students’ ability to learn
speech and language disorders and reading
high risk for reading difficulties
unable to benefit from the early literacy experiences
Social and Emotional Characteristics
own self-concepts and others thoughts
may be the targets of peer teasing
Speech and Language disorders and other disabilities
Goldman–Fristoe Test of Articulation 3
has to be hands on by a speech patholigist
Receptive and expressive vocabulary Ability to retrieve words as needed (sometimes called word finding) Comprehension and processing of sentences Correct use of the rules of grammar Comprehension of stories and other narratives Ability to produce language, whether to tell a story or to participate in a conversation
Comprehensive Assessment of Spoken Language
Test of Adolescent and Adult Language 4
Given the student’s age, does the student have a significant delay or difference in speech or language that would be considered a speech or language impairment?
Does the student’s speech or language impairment adversely affect the student’s educational performance?
Can the student benefit from special education intervention?
Earlyier it starts the more successful it will be
involve a speech-language pathologist, a teacher, and the child’s family
Pull -out model: take child out of class to work with them and then take them back to class.
early childhood center, preschool setting, or kindergarten classroom
separate service, in-class service, and indirect service; consultation
Elementary and secondary school services
REcieve education in a typical school setting
many elementary students receive speech-language therapy services once or twice each week, usually for 30 minutes per session
aupported for students with disabilities
General ed is a better environment for learning
transition to adulthood
self advocate, skills to work, help build self-esteem
the prevalence of language disorders among female juvenile delinquents is three times greater than in the rest of the population
recommended education practices
speech and language services with literacy instruction
speech-language pathologists can reinforce relationships between spoken language and preliteracy skills, provide interventions related to phonemic awareness and memory, analyze the language demands found in textbooks and other school materials and media, and analyze students’ language so that interventions can be tailored to students’ needs
prevention, early intervention, assessment, therapy, program development, and documentation of outcome
advocate for literacy programs at the local and state levels
augmentative and alternative communication.
communicate with technology
apps and games
sound amplification system
parents and family
Premise where early intervention is based.
parents are the model
help parents develop language skills
encourage speech and language development
enhancing parents’ awareness and understanding of speech and language development and helping them learn how to foster it can be very beneficial
Diversity and Speech and Language Interventions
parents who do not speak English fluently may have difficulty helping their children to make sounds correctly and blend them into words.
augmentative and alternative communication
trends and issues affecting the field of speech and language disorders
identifying and addressing these disabilities in a multicultural society
basing student interventions on evidence-based practices.
Differences versus Disorders in a Multicultural Society
variations from standard speech and language that are considered normal
Code-switching occurs when an individual switches from one language or dialect to another. It also can occur within a language, as when you speak differently (e.g., more formally, using or excluding particular words) to your grandmother than to your close friends
impairments that interfere with language comprehension and use
Collection of data
use data for decision making