LE 3 - E-Tivity 6

Language Impairment and Speech Impairment

Definitions
LANGUAGE IMPAIRMENT

SPEECH IMPAIRMENT

a learning disorder characterized by an

impairment in comprehension and/or the
use of verbal communication or the
written/symbolic system of
communication (Special Education
Companion 2002, p.41)

a disorder in language formulation that

may be associated with neurological,
psychological, physical or sensory factors;
that involves perceptual motor aspects of
transmitting oral messages; and that may
be characterized by impairment in
articulation, rhythm, and stress. (Special
Education Companion 2002, p.41)

- Impairment in comprehension and use of

verbal and written communication

- Impairment in language formulation

(articulation, rhythm, stress)
- Associated with neurological,
psychological, physical or sensory factors

Role of Pathologists

Speech/language pathologists conduct assessments that determine the nature and extent
of the speech/language disorder and provide recommendations for program
accommodations and teaching strategies, as well as alternative learning expectations.
These assessments and recommendations are documented in the speech/language
pathology report, which provides the foundation for the students Individual Education
Plan. (Special Education Companion 2002, p.42)
- Speech/language pathologists assess students and recommend accommodations,
teaching strategies, and alternative learning expectations.

CHARACTERISTIC

LANGUAGE IMPAIRMENT
STRATEGIES

SPEECH IMPAIRMENT
STRATEGIES

Classroom
Environment

- seat the student close to the teacher or

stand close to the student while giving
instructions
- seat the student away from sources of
noise (e.g., doorways, pencil sharpeners,
open windows)
- provide a quiet spot for the student to
work
- reduce overall classroom noise as much
as possible

- speech impairment isnt affected by

noise as much as language impairment
- same strategies as used for language
impairment but less affective

Speaking

- language impairment doesnt affect

speech as much as in speech impairment
- same strategies as used for speech
impairment but less affective

- model correct language structures by

repeating the students sentence,
stressing the correct grammar and word
usage, and encouraging the student to
repeat the model without pressuring or
discouraging him or her
- expand on the students message by
adding more information and
complexity to what the student has
said, in order to encourage more
complex and detailed sentences
- revise the students utterance to make
a statement more complex or clearer
- use graphic organizers to help the
student organize his or her thoughts
during class discussions of both
narrative and expository texts

Listening

- secure the students attention (e.g., call

his or her name) before giving instructions
- reduce the speaking rate and insert pauses
to facilitate the students comprehension of
instructions
- reduce the length instruction and amount
of information within lessons
- use an appropriate speaking volume,
stressing key ideas

- speech impairment does not affect

students ability to listen nearly as
much as language impairment
- strategies would be the same as
language impairment but less affective

CHARACTERISTIC

LANGUAGE IMPAIRMENT
STRATEGIES

SPEECH IMPAIRMENT
STRATEGIES

Reading

- create a warm atmosphere for reading

activities and choose reading material
related to topics the student finds
interesting
- integrate reading into activities the
student finds enjoyable (e.g., games, art,
cooking)
- after reading a story, provide the student
with opportunities for repeated exposure to
the story, including retelling and roleplaying the story
- teach story structure to help the student
comprehend reading material (e.g., setting,
problem, action/response, outcome)

- speech impairment does not affect

students ability to read nearly as much
as language impairment
- strategies would be the same as
language impairment but less affective

Writing

- provide instruction in the process of

writing (e.g., generating ideas, developing
an outline, reviewing and revising)
- use flow charts or tables to help the
student get started on writing assignments
- use organizational devices to help the
student write in an organized fashion

- speech impairment does not affect

students ability to write nearly as
much as language impairment
- strategies would be the same as
language impairment but less affective

Speech
Production

- language impairment doesnt affect

speech as much as in speech impairment
- same strategies as used for speech
impairment but less affective

- model the correct pronunciation or

ways to produce the speech sound for
the student, emphasizing the target
sound but not insisting that the student
repeat it

Social Skills

- instruct the student on how to obtain a

conversational partners attention
- provide model questions or comments
that could be used to open a conversation
about a particular topic
- model ways of sustaining a conversation
through the strategies of asking and telling

- speech impairment affects students

social skills probably just as much as
language impairment
- same strategies as used for language
impairment

By: Eric Bois