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Children with Speech or Language Impairment (Academics &…
Children with Speech or Language Impairment
A communication disorder such as stuttering, impaired articulation, a language impairment, or a
voice impairment that adversely affects a child’s educational performance (
https://www.specialeducationguide.com/disability-profiles/speech-and-language-impairments/
, 2019)
Have trouble following directions or slow in response to instructions.
May have trouble learning new words, saying new words, using words in sentences, may point to an object and use little to no spoken language.
Stuttering: rapid-fire repetitions of consonant or vowel sounds especially at the beginning of words, prolongations, hesitations, interjections, and complete verbal blocks (
http://www.projectidealonline.org/v/speech-language-impairments/
, 2019)
Has difficulties with the rhythm and timing of speech characterized by hesitations, repetitions, or prolongations of sounds, syllables, words, or phrases (
http://www.projectidealonline.org/v/speech-language-impairments/
, 2019)
May talk in same situation but not in others.
A child's communication is considered delayed when the child is noticeably behind his or her peers in the acquisition of speech and/or language skills (
http://www.projectidealonline.org/v/speech-language-impairments/
, 2019)
Has problems making friends
Cluttering: excessively fast and jerky speech
Speech Strategies (
https://do2learn.com/disabilities/CharacteristicsAndStrategies/SpeechLanguageImpairment_Strategies.html
, 2019):
Develop a procedure for the student to ask for help.
Speak directly to the student.
Be a good speech model.
Have easy and good interactive communication in classroom.
Consult a speech language pathologist concerning your assignments and activities.Be aware that students may require another form of communication.
Encourage participation in classroom activities and discussions.
Language Strategies (
https://do2learn.com/disabilities/CharacteristicsAndStrategies/SpeechLanguageImpairment_Strategies.html
, 2019):
Focus on interactive communication.
Use active listening.
Incorporate the student’s interests into speech.
Ensure that the student has a way to appropriately express their wants and needs.
Reinforce communication attempts (e.g. their gestures, partial verbalizations) when the student is non-verbal or emerging verbal.
Paraphrase back what the student has said or indicated.
Academics & Behavior(
https://do2learn.com/disabilities/CharacteristicsAndStrategies/SpeechLanguageImpairment_Strategies.html
, 2019):
Reduce unnecessary classroom noise as much as possible.
Be near the student when giving instructions and ask the student to repeat the instructions and prompt when necessary.
Provide verbal clues often.
Provide a quiet spot for the student to work if possible.
Speak clearly and deliberately.
Provide visual cues - on the board or chart paper.
Redirect the student frequently and provide step by step directions - repeating when necessary.
Allow students to tape lectures.
Allow more time for the student to complete activities.