Speech and Language Disorders

Author: JenniO :: 0 Comments

In the U.S., the first book ever published on speech and language disorders was in 1802.
Medical professionals performed much of the early work in this field. The first training program
for speech and language pathologists was in the 1930s. After WWII the emphasis was lifted from
speech pronunciation and being focused on the ability to use language to communicate.
Speech and Language Disorders is a classification that may also be referred to as
communication disorders. The Individuals with Disabilities Education Act (IDEA) uses the
term speech or language impairment as a communication disorder such as stuttering, impaired
articulation, language impairment, or voice impairment.


Concepts to Describe Speech and Language Disorders
Communication is a little bit like a volleyball match! It requires a message, a sender, and a
receiver. It also requires a channel for the communication to happen and involves information
getting passed back and forth!
Key Elements of Language
Expressive Language- the ability to produce language.
Receptive Language- the ability to comprehend language.
Not all languages require speaking (American Sign Language)
When language is spoken it has five components, any of which can be the source of problems for
a student with a disability:
1. Phonology- is the ability to hear sounds used in language and use them correctly in
words.
2. Morphology- is the ability to form words using one or more morphemes within the rules
of the language.
3. Syntax- is the ability to properly understand the order in which words are used in a
sentence (written or spoken),
4. Semantics- presents a more accurate description that clearly communicates what was
meant.
5. Pragmatics- the function or use of a langue in a social setting.
Language Disorders
When students have language disorder that cannot be explained by physical disabilities,
intellectual abilities, hearing loss or other disabilities, they are referred to as having Specific
Language Impairments (SLI). This might include but is not limited to:
o Language Delay
o Aphasia- refers to the loss of language after it has developed.
o Central Auditory Processing Disorder- these are people who do not have hearing loss
at all, but for some reason, the brain does not effectively interpret the auditory
information that comes in the ears.
Elements of Speech
Speech is the oral channel of communication! It includes your voice (pitch, intensity and
quality), your resonance, articulation and fluency. And each of these, when problematic, can be
considered its own disorder.
o Voice Disorders- occur when students have difficulty with pitch, intensity, vocal quality,
or resonance. For example- a child might not be speaking in a voice that ever exceeds a
whisper.
o Articulation Disorders- including omissions, substitutions, or additions using in speech.
Sometimes distortions are considered articulation disorders as well.
o Fluency Disorders- stuttering is the most common of these types of speech disorders.
Stuttering occurs when a persons speech is broken by sound repetitions. Another fluency
disorder is cluttering, which occurs when an individual speaks in bursts or pauses in
unexpected places during speech.
o Apraxia of Speech- a very serious and complex level speech disorder in which the
mouth and vocal chords are not working together with the brain so that the proper speech
can be formed.
Prevalence and Causes of Speech and Language Disorders
Students who have speech and language disorders make up 19% of students ages 6 to 12
years old who are receiving special education services.
Generally boys are more likely than girls to be identified with a speech and language
disorder at the rate of about 2:1
Causes of Speech and Language Disorders:
o Biological Causes- some disorders are the result of problems related to the central
nervous system or to the structure and functioning of other systems within the
body. Many of these causes can be easily identified. Sometimes these causes are
also related to heredity.
Cleft lip and/or Palate- a congenital disorder which is present at birth. It
is the most common birth defect in the U.S.
o Environmental Causes- Some disorders appear because of repeated ear
infections, some students abuse their voices by screaming or yelling to frequently,
and some students might not have been properly nourished while they were
growing and developing.
Characteristics of Individuals with Speech and Language
Disorders
Cognitive and Academic Characteristics- These disorders often have a profound
impact on the students ability to learn. Academically, children who have speech and
language disabilities have a harder time in their classes from an early age. Students with
such disabilities are at high risk for reading difficulties. For example, it might be difficult
for such students to learn how to sound out words or how to add prefixes and suffixes to
words or recognize compound words.
Emotional and Social Characteristics- Many times, students with Speech and
Language Disorders also struggle emotionally while dealing with there own self-concept
and their perceptions of how others act with them.
Behavior Characteristics- If a child cannot express themselves using their words; it is
often easy for them to act out inappropriately to get what they want/need.
How are Speech and Language Disorders Diagnosed and
Identified?
Speech Assessments- It is important to identify students with speech disorders using a
wide spectrum of information including:
o Formal Assessments
o Gathering Data from students spontaneous conversations
o Contributions from teachers and parents
Language Assessments- It is important to use formal and informal measures during the
assessment process. Students should be observed as sitting in multiple environments, and
parents and teachers should be interviewed.
Eligibility is based on the joint conclusion of teachers, parents, and specialists in their
responses to these questions:
o Given the students age, does the student have a significant delay or difference in
speech or language that would be considered a speech or language impairment?
o Does the students speech or language impairment adversely affect educational
performance?
o Can the student benefit from special education intervention?