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Speech and language disorders refer to communication issues as well as associated fields like oral motor functions.

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-Articulation disorders

-Phonological disorders

-Disfluency

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SLI-specific language impairments

SLP-speech Language Pathologist

TELD-Test of early language Development

VABS-Vineland Adaptive Behavior Scales

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-Reduce classroom noise

-Providing verbal clues often

-Allow students to tape lectures

-Allow more time to complete assignments and tests

-Modify classroom activities

-Divide academic goals into small units

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Voice Disorders:

-harsh, hoarse, breathy or poor quality

-always too loud or too soft

-The pitch is inapropriate for the childs' age or sex

--Pitch breaks occur frequently

Fluency Disorders:

-stuttering

-repetitions, hesitations, prolongations, blocks or disruptions

-tension during speech

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-Not smiling or playing with others

-making only a few sounds, not using gestures, like waving or pointing.

-Not understanding what others are saying

-saying only a few words

-not putting two words together.

Assessments used:

SLP-Language sampling, clinical evaluations of language fundamentals, observations and ethnography.

Service delivery:

-collaboration, counseling, prevention and wellness, screening, assesment, treatment, modalities, population and systems.

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How can we help outside the classroom:

-ACC devices

-Communication cards

-Making others around be patient when speaking.

How we can help inside the classroom:

-sit them in the front of the classroom

-Non-verbal communication cards

-Encourage them to take part in the discussions

-Giving positive reinforcement

-Work at students pace

-making sure you are clear

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https://www.speechandlanguagekids.com/resources-for-other-professionals-who-work-with-children-with-speech-and-language-delays/

https://speechpathologymastersprograms.com/resources/speech-disorder-resource-guide-for-k-12-students/

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Eliza has struggled to understand and be understood since she was very young. In first grade, her teacher noticed she often had trouble following directions and rarely spoke during class. When Eliza did speak up, her sentences were hard to follow and frequently filled with "umms" as she searched for the words she wanted. She had no trouble pronouncing words, but putting together coherent sentences seemed to be a challenge. Her teacher recommended an evaluation by a speech-language pathologist, who diagnosed Eliza with a language disorder.

What are language disorders?
Source: Royal College of Speech & Language Therapists
Language disorders refer to a condition where a person has difficulties learning, using, and/or understanding spoken or written language. They fall under the larger umbrella of communication disorders but are distinctly different from speech disorders, like lisps or stuttering. Children with language disorders don't have difficulty pronouncing words or sounds themselves. Instead, they struggle to find the words they want and put them together in the correct order or have problems understanding what's being said to them.

Language disorders are broken into three types:

Receptive: People with receptive language disorder have problems understanding and processing what others say to them, despite having no hearing problems.

Expressive: Expressive language disorder causes problems with using words to express thoughts, although the person has no physical problems in pronouncing the words themselves.

Mixed Receptive-Expressive: Those with this form of language disorder have trouble with both expressing their thoughts in words and understanding what others say to them.

Language disorders can be acquired at any time during life, usually caused by brain injury or illness. For most children, though, language disorders are developmental. The exact causes of developmental language disorders are unknown, though heredity and prenatal nutrition deficiencies are both possible suspects. Children with language disorders may also have related conditions, like autism, dyslexia, ADHD, and mental health issues. They usually have average or above-average intelligence.

About five percent of children are believed to have language disorders. That means that in a classroom of 20 students, you're likely to have at least one who is affected. Early childhood and elementary educators are more likely to encounter undiagnosed language disorders. The condition is treatable but not curable, so teachers of all ages should know what these disorders look like and how to help.

What do language disorders look like?
Source: Boys Town National Research Hospital
Expressive language disorder is easier to identify than receptive. Parents usually notice when their child doesn't begin talking by the age of two. When the child does start talking, their vocabulary is usually much more limited than others their age. Their sentences may be garbled or lacking key words. By school age, expressive language disorder signs may include:

Using filler words like "um" or "stuff" frequently instead of more specific words

Having extreme difficulty learning and using new vocabulary

Using only short basic sentence structures

Often leaving out pronouns or verbs when talking, creating incoherent sentences

Seeming frustrated by the inability to express themselves verbally

Simply giving up and remaining quiet, both in class and with friends

Receptive language disorder can be harder to spot in young kids. By school age, parents and teachers may notice persistent difficulty in following directions. Other signs might include:

Wandering attention during stories or lessons; tuning out because they can't really follow what's happening

Frequent interruptions on unrelated topics during lessons or casual conversations

Unrelated answers to questions that indicate they didn't understand the question itself. For example, the teacher pauses during a lesson on Abraham Lincoln and asks "Where did Lincoln grow up?" The child might answer, "He freed the slaves."

These disorders are hard to identify definitively without an expert's opinion. If you suspect a child in your classroom may have a language disorder, speak with the parents or school administrators about a professional evaluation.

Support students with language disorders.
Source: Banter Speech + Language
Kids with language disorders show the most improvement when they start treatment early, preferably by preschool. However, even with effective treatment, school-age kids are likely to continue to need some accommodations to succeed. Students with language disorders may have an IEP/504 plan that specifies accommodations and goals, such as the ones listed here:

Be patient.

These kids need more time to fully understand questions and put their thoughts together before they respond. They may speak slowly or too fast and leave out important words, repeating themselves or using filler. Allow them the time they need, without interrupting or jumping in to provide words or direction. If they stray off topic, gently redirect them and allow them to continue.

Allow them to prepare.

It can be very difficult for kids with language disorders when they're called on unexpectedly in class. Let them in know in advance you'll be asking for their thoughts and that they're welcome to make and refer to notes as needed.

Model behaviors.

It's important to encourage as much practice with complete sentences as possible for expressive language disorder. If a student responds with a one-word answer, model back a complete correct sentence and ask them to repeat it.

Give directions differently.

Following a set of complicated instructions is often more than those with receptive language issues can handle. After giving instructions to the class as a whole, spend a few minutes one on one with the student going over the directions. Break them down into smaller chunks and encourage the student to write them down or even draw pictures for reference. Make eye contact with the student while talking to be sure you have their attention.

Be direct.

Teachers are usually encouraged to ask open-ended questions of students, but sometimes it's better to give kids with language disorders a simple choice. Instead of "What do you want to work on now?" ask "Do you want to go the reading station or practice your spelling words?"

Accept silence sometimes.

If class participation or public speaking isn't necessary for learning the material at hand, don't require it from students with language disorders. Find other ways to test them on their knowledge of the subject.

Get resources on language disorders.

Online:

Books:
Just a heads up, WeAreTeachers may collect a share of sales from the links on this page. We only recommend items our team loves! Do you have experience dealing with language disorders in the classroom or want to get advice from others who do? Come ask your questions and share your knowledge in our WeAreTeachers HELPLINE Facebook group. Plus, what teachers need to know about dyspraxia.

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What Teachers Need to Know About Language Disorders

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Eliza has struggled to understand and be understood since she was very young. In first grade, her teacher noticed she often had trouble following directions and rarely spoke during class. When Eliza did speak up, her sentences were hard to follow and frequently filled with "umms" as she searched for the words she wanted.

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https://www.readingrockets.org/topics/speech-language-and-hearing/articles/reading-together-tips-parents-children-speech-and

https://speechpathologymastersprograms.com/resources/parents-of-children-with-disabilities/

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As the new school year nears, ASHA is offering advice for parents of the more than 1 million U.S. children who receive school-based treatment for speech and language disorders to help their children perform and adjust to new virtual and modified in-person learning environments.

Virtual Settings

Below are some specific challenges that children with speech and language disorders may have in virtual settings-and tips for improving their success.

How to Help: Parents can make sure their teacher knows what supports or strategies the child needs. These may include asking a child to repeat what they said, say it using different words, type it in the chat, draw it on a whiteboard, or use gestures if others don't understand. Parents also can encourage the teacher and classmates to tell the child if they don't understand them.

How to Help: Make sure that the teacher knows what supports or strategies your child may need. These may include use of captioning, additional "wait time" to allow the child to process information, or rephrasing of messages if the child doesn't seem to understand. Parents can encourage their child to speak up if they didn't understand-and even develop a script for doing so (e.g., "I didn't get it-say it again, please").

How to Help: Consider the physical setup of the child's work area, such as seating comfort, screen glare, and lighting. Try to find a quiet spot, accounting for noise from appliances (e.g., dishwasher, washer/dryer); from other people in the house; or from outside (e.g., from open windows). Eliminate technology-based distractions by closing other applications, turning off alerts, and covering distracting parts of the screen (e.g., their own image or those of particular classmates) with sticky notes.

How to Help: Ask the teacher if it's possible to use breakout rooms with smaller groups for some lessons or set up after-school virtual activities. Organize phone calls and virtual play dates. Use social stories (short stories that illustrate a particular situation that may be challenging for children) to help explain the need for separation.

How to Help: Make room in the daily schedule for "ramp-up time" if a child needs additional time to get ready to learn or "cool-down time" to transition out of learning. Using a visual schedule to show the times for various tasks-and to highlight upcoming fun activities or breaks-can help. Also, provide lots of movement opportunities: pair review of educational content with physical activity (e.g., practice times tables during a walk around the block), and alternate educational time with physical time, when possible.

How to Help: Consider the timing of meals, sleep, medication, and sibling schedules to find the best time to complete these tasks.

How to Help: Communicate with the teacher and school speech-language pathologist about challenges. Parents can even take a video of some challenges in action so professionals can offer feedback. Use a visual schedule to show "practice with mom" or "homework with dad" time. Consider cooperative groups or pods to share responsibilities with other families if you feel it's safe (share your child's communication needs with other parents or helpers).

In-Person Settings

The physical school environment will look very different, and change can be especially hard for children with speech and language disorders.

How to Help: Help a child be prepared for these changes-use social stories, visual schedules, and other visual supports to help set expectations. Have them practice telling the teacher if they're not feeling well or need to use the bathroom.

Challenge #2: Mask/Face Covering Use by Students. Students may be bothered by masks or find them uncomfortable. They also won't be able to see facial expressions and other visual cues that aid in communication with their peers when solid face coverings are used.

How to Help: Use social stories on wearing a mask, decorate and personalize the child's mask, have them practice wearing the mask at home for longer periods of time to increase tolerance, and help them identify a "mask model"-someone the child looks up to who wears a mask. Practice using and interpreting facial expressions using the eyes and upper part of the face at home with the child.

How to Help: Review pictures of friends, teachers, and staff without masks-and talk about how a child can identify those people (e.g., focus their attention to the person's eyes, hair, and other distinguishing features).

How to Help: Social stories, visual schedules, sharing videos from familiar favorites (e.g., Sesame Street), or timing 30 seconds of handwashing to favorite songs can all help.

Some children may be taking part in hybrid scenarios this fall, which can pose the challenges presented by both virtual and in-person settings-as well as the added challenge of a constantly varying routine. In such cases, visual schedules, checklists, and large color-coded wall calendars are helpful for children with speech and language disorders.

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How Parents Can Help Children With Speech and Language Disorders in Virtual and Modified In-Person Classroom Settings

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As the new school year nears, ASHA is offering advice for parents of the more than 1 million U.S. children who receive school-based treatment for speech and language disorders to help their children perform and adjust to new virtual and modified in-person learning environments.

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https://www.asha.org/practice-portal/clinical-topics/spoken-language-disorders/

https://kidshealth.org/en/parents/speech-language-factsheet.html

https://www.webmd.com/children/speech-language-disorders

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Speech is how we say sounds and words. Language is the words we use to share ideas and get what we want.