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Speech or language impairment means a communication disorder, such as stuttering, or impaired articulation. A language impairment, or a voice impairment, adversely affects a child's educational performance.

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Individuals with Disabilities Education Act

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(11) Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child's educational performance.

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Sec. 300.8 (c) (11) - Individuals with Disabilities Education Act

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Speech Impairments might be characterized by an interruption in the flow or rhythm of speech, such as stuttering, which is called dysfluency. Speech disorders may be problems with the way sounds are formed, called articulation or phonological disorders, or they may be difficulties with the pitch, volume or quality of the voice. There may be a combination of several problems. People with speech disorders have trouble using some speech sounds, which can also be a symptom of a delay. They may say "see" when they mean "ski" or they may have trouble using other sounds like "l" or "r." Listeners may have trouble understanding what someone with a speech disorder is trying to say. People with voice disorders may have trouble with the way their voices sound.

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Comprehenisve Overview of Speech and Language Impairments

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The National Association of Special Education Teachers-national membership org for teachers, professors, and college students involved in special education

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Some characteristics of language disorders include improper use of words and their meanings, inability to express ideas, inappropriate grammatical patterns, reduced vocabulary and inability to follow directions. One or a combination of these characteristics may occur in children who are affected by language learning disabilities or developmental language delay. Children may hear or see a word but not be able to understand its meaning. They may have trouble getting others to understand what they are trying to communicate.

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Comprehenisve Overview of Speech and Language Impairments

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The National Association of Special Education Teachers-national membership org for teachers, professors, and college students involved in special education

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Causes of Speech and Language Impairments: 

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Causes of Speech and Language Impairments: 

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Some causes of speech and language disorders include hearing loss, neurological disorders, brain injury, intellectual disabilities, drug abuse, physical impairments such as cleft lip or palate and vocal abuse or misuse.

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These delays and disorders range from simple sound substitutions to the inability to understand or use language or use the oral-motor mechanism for functional speech and feeding. Some causes of speech and language disorders include hearing loss, neurological disorders, brain injury, intellectual disabilities, drug abuse, physical impairments such as cleft lip or palate and vocal abuse or misuse.

More than one million of the students served in the public schools' special education programs in the 1998-99 school year were categorized as having a speech or language impairment. This estimate does not include children who have speech/language problems secondary to other conditions, such as deafness. Language disorders may be related to other disabilities such as intellectual disabilities, autism or cerebral palsy. It is estimated that communication disorders affect one of every 10 people in the United States.

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. Speech disorders refer to difficulties producing speech sounds or problems with voice quality. Speech disorders may be problems with the way sounds are formed, called articulation or phonological disorders, or they may be difficulties with the pitch, volume or quality of the voice. There may be a combination of several problems. People with speech disorders have trouble using some speech sounds, which can also be a symptom of a delay.
Examples, Subsets and Synonyms for Communication Disorders:

Language Disorders (developmental language disorders)

Expressive Language Disorders

Receptive-Expressive Language Disorders

Phonologic Disorders (speech disorders)

Stuttering

Dysarthria

Hearing Loss Overview:

It is especially important to diagnose and treat a hearing loss in children as early as possible. Early management of hearing loss limits the potential impact of the hearing loss on learning and development. Hearing loss can be categorized by which part of the auditory system is affected. The three main components of the ear are the external ear, middle ear and inner ear. There are three basic types of hearing loss: conductive hearing loss, sensorineural hearing loss, and mixed hearing loss. A conductive hearing loss is caused by problems in the external or middle ear. Hearing loss can be caused by impacted cerumen, middle ear fluid, or damage to the three bones in the middle ear. Oftentimes, conductive hearing loss can be treated medically. When not medically treatable, hearing aids are a good option. Sensorineural hearing loss is caused by damage to the inner ear or nerve of hearing. It is treatable with hearing aids or medically with a cochlear implant. Mixed hearing loss is a combination of conductive and sensorineural hearing loss. All three types of hearing loss can be present at birth or acquired over time.

Children with hearing loss will find it much more difficult than children who have normal hearing to learn vocabulary, grammar, word order, idiomatic expressions, and other aspects of verbal communication. It is well recognized that hearing is critical to speech and language development, communication, and learning. Children with listening difficulties due to hearing loss or auditory processing problems continue to be an under identified and underserved population. Auditory processing disorders may be present despite the presence of normal peripheral auditory sensitivity. Children with auditory processing disorders may have difficulty understanding speech in noisy environments, following directions, and discriminating (or telling the difference between) similar-sounding speech sounds. Sometimes they may behave as if a peripheral hearing loss is present, often asking for repetition or clarification. The earlier hearing loss occurs in a child's life, the more serious the effects on the child's development. Similarly, the earlier the problem is identified and intervention begun, the less serious the ultimate impact.

There are four major ways in which hearing loss affects children: a) the hearing loss can result in delays in the development of receptive and expressive communication; b) The language deficit causes learning problems that result in reduced academic achievement, c) Communication difficulties often lead to social isolation and poor self-concept, and, d) It may have an impact on vocational choices.

Additional Resources:

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Communication / Speech / Language Disorders

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Speech, language and communication disorders are problems in communication and related areas such as oral motor function. Causes of can include hearing loss, neurological disorders, brain injury, intellectual disabilities, drug abuse, physical impairments and vocal abuse or misuse.

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The IDEA's Special Education Categories: Speech and Language

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Working With Students That Have Speech Impairments: 

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Working With Students That Have Speech Impairments: 

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When working with children with speech impairments I would develop a procedure for the student to ask for help. I'd make sure to speak directly to the student when having a conversation. I would also always be a good speech model. I'd make sure to have good interactive communication throughout my classroom. Most importantly, I will be patient when the student is speaking, since rushing may result in frustration. There are many other ways to support these students but these are just a few examples.

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It is important to implement strategies that address the needs of the individual. We recommend that you apply these strategies across home, school, and community contexts.
Go to the Site Map for a full list of resources and activities!

Language

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.

Use storybook sharing in which a story is read to student and responses are elicited (praise is given for appropriate comments about the content).

Ask open-ended appropriate questions.

Use linguistic scaffolding techniques that involve a series of questions.

Use language for social interaction and to resolve conflicts.

Emphasize goals and tasks that are easy for the student to accomplish.

Work at the student's pace.

Present only one concept at a time.

Have speech therapist present language units to the entire class.

Use computers in the classroom for language enhancement.

Encourage reading and writing daily.

Use tactile and visual cues (e.g., pictures, 3-D objects).

Incorporate vocabulary with unit being taught.

Provide fun activities that are functional and practical.

Be aware of the student's functioning level in auditory skills, semantics, word recall, syntax, phonology, and pragmatics (and how they affect academic performance).

Speech

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.

Model acceptance and understanding in classroom.

Anticipate areas of difficulty and involve the student in problem-solving.

Provide assistance and provide positive reinforcement when the student shows the ability to do something unaided.

Use a peer-buddy system when appropriate.

Devise alternate procedures for an activity with student.

Use gestures that support understanding.

Model correct speech patterns and avoid correcting speech difficulties.

Be patient when student is speaking, since rushing may result in frustration.

Academics & Behavior

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.

Modify classroom activities so they may be less difficult, but have the same learning objectives.

Allow more time for the student to complete assignments and tests.

Design tests and presentations that are appropriate for the student (written instead of oral).

Divide academic goals into small units, utilizing the same theme.

Provide social and tangible reinforcers.

Focus on the student's strengths as much as possible.

Have the student sit in an accessible location to frequently monitor their understanding.

Allow extra time to complete work because of distractions, slow handwriting, or problems in decoding text.

Have routines that students can follow.

Use a visual reminder of the day's events to help with organization.

Establish communication goals related to student work experiences and plan strategies for the transition from school to employment and adult life.

Physical

Be aware that because of the way thebrain develops, it is easier to acquire language and communicationskills before the age of five.

Be aware that if children have muscular disorders, hearing problems, or developmental delays, their acquisition of speech, language, and related skills may be affected.

Use augmentative communication systems to ensure that nonverbal students and students with severe physical disabilities have effective ways to communicate.

Ensure that the student has access to their (portable) communication system across all contexts, all of the time.

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

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Interacting With Students With Language Impairments:

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Interacting With Students With Language Impairments:

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Working with children who have language impairments might be difficult. You should always make sure to focus on interactive communication, use active learning, incorporate students interests into speech, ensure that the student has a way to appropriately express their wants and needs, paraphrase back what the student has said or indicated, ask open-ended appropriate questions, and be aware of the student's functioning level in auditory skills, semantics, word recall, syntax, phonology, and pragmatics (and how they affect academic performance).

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It is important to implement strategies that address the needs of the individual. We recommend that you apply these strategies across home, school, and community contexts.
Go to the Site Map for a full list of resources and activities!

Language

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.

Use storybook sharing in which a story is read to student and responses are elicited (praise is given for appropriate comments about the content).

Ask open-ended appropriate questions.

Use linguistic scaffolding techniques that involve a series of questions.

Use language for social interaction and to resolve conflicts.

Emphasize goals and tasks that are easy for the student to accomplish.

Work at the student's pace.

Present only one concept at a time.

Have speech therapist present language units to the entire class.

Use computers in the classroom for language enhancement.

Encourage reading and writing daily.

Use tactile and visual cues (e.g., pictures, 3-D objects).

Incorporate vocabulary with unit being taught.

Provide fun activities that are functional and practical.

Be aware of the student's functioning level in auditory skills, semantics, word recall, syntax, phonology, and pragmatics (and how they affect academic performance).

Speech

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.

Model acceptance and understanding in classroom.

Anticipate areas of difficulty and involve the student in problem-solving.

Provide assistance and provide positive reinforcement when the student shows the ability to do something unaided.

Use a peer-buddy system when appropriate.

Devise alternate procedures for an activity with student.

Use gestures that support understanding.

Model correct speech patterns and avoid correcting speech difficulties.

Be patient when student is speaking, since rushing may result in frustration.

Academics & Behavior

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.

Modify classroom activities so they may be less difficult, but have the same learning objectives.

Allow more time for the student to complete assignments and tests.

Design tests and presentations that are appropriate for the student (written instead of oral).

Divide academic goals into small units, utilizing the same theme.

Provide social and tangible reinforcers.

Focus on the student's strengths as much as possible.

Have the student sit in an accessible location to frequently monitor their understanding.

Allow extra time to complete work because of distractions, slow handwriting, or problems in decoding text.

Have routines that students can follow.

Use a visual reminder of the day's events to help with organization.

Establish communication goals related to student work experiences and plan strategies for the transition from school to employment and adult life.

Physical

Be aware that because of the way thebrain develops, it is easier to acquire language and communicationskills before the age of five.

Be aware that if children have muscular disorders, hearing problems, or developmental delays, their acquisition of speech, language, and related skills may be affected.

Use augmentative communication systems to ensure that nonverbal students and students with severe physical disabilities have effective ways to communicate.

Ensure that the student has access to their (portable) communication system across all contexts, all of the time.

# data[].attributes.attachment_link.keywords[]
picture exchange communication system cards

# data[].attributes.attachment_link.title
Do2Learn: Educational Resources for Special Needs

# data[].attributes.attachment_link.description
picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

# data[].attributes.body
It is important to keep your classroom friendly for these students. Some ways I will make sure these students can succeed is to:

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.

Modify classroom activities so they may be less difficult, but have the same learning objectives.

Allow more time for the student to complete assignments and tests.

Design tests and presentations that are appropriate for the student (written instead of oral).

Divide academic goals into small units, utilizing the same theme.

Provide social and tangible reinforcers.

Focus on the student's strengths as much as possible.

Have the student sit in an accessible location to frequently monitor their understanding.

Allow extra time to complete work because of distractions, slow handwriting, or problems in decoding text.

Have routines that students can follow.

Use a visual reminder of the day's events to help with organization.

Establish communication goals related to student work experiences and plan strategies for the transition from school to employment and adult life.

# data[].attributes.attachment_link.readable_text
It is important to implement strategies that address the needs of the individual. We recommend that you apply these strategies across home, school, and community contexts.
Go to the Site Map for a full list of resources and activities!

Language

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.

Use storybook sharing in which a story is read to student and responses are elicited (praise is given for appropriate comments about the content).

Ask open-ended appropriate questions.

Use linguistic scaffolding techniques that involve a series of questions.

Use language for social interaction and to resolve conflicts.

Emphasize goals and tasks that are easy for the student to accomplish.

Work at the student's pace.

Present only one concept at a time.

Have speech therapist present language units to the entire class.

Use computers in the classroom for language enhancement.

Encourage reading and writing daily.

Use tactile and visual cues (e.g., pictures, 3-D objects).

Incorporate vocabulary with unit being taught.

Provide fun activities that are functional and practical.

Be aware of the student's functioning level in auditory skills, semantics, word recall, syntax, phonology, and pragmatics (and how they affect academic performance).

Speech

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.

Model acceptance and understanding in classroom.

Anticipate areas of difficulty and involve the student in problem-solving.

Provide assistance and provide positive reinforcement when the student shows the ability to do something unaided.

Use a peer-buddy system when appropriate.

Devise alternate procedures for an activity with student.

Use gestures that support understanding.

Model correct speech patterns and avoid correcting speech difficulties.

Be patient when student is speaking, since rushing may result in frustration.

Academics & Behavior

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.

Modify classroom activities so they may be less difficult, but have the same learning objectives.

Allow more time for the student to complete assignments and tests.

Design tests and presentations that are appropriate for the student (written instead of oral).

Divide academic goals into small units, utilizing the same theme.

Provide social and tangible reinforcers.

Focus on the student's strengths as much as possible.

Have the student sit in an accessible location to frequently monitor their understanding.

Allow extra time to complete work because of distractions, slow handwriting, or problems in decoding text.

Have routines that students can follow.

Use a visual reminder of the day's events to help with organization.

Establish communication goals related to student work experiences and plan strategies for the transition from school to employment and adult life.

Physical

Be aware that because of the way thebrain develops, it is easier to acquire language and communicationskills before the age of five.

Be aware that if children have muscular disorders, hearing problems, or developmental delays, their acquisition of speech, language, and related skills may be affected.

Use augmentative communication systems to ensure that nonverbal students and students with severe physical disabilities have effective ways to communicate.

Ensure that the student has access to their (portable) communication system across all contexts, all of the time.

# data[].attributes.attachment_link.keywords[]
picture exchange communication system cards

# data[].attributes.attachment_link.title
Do2Learn: Educational Resources for Special Needs

# data[].attributes.attachment_link.description
picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

# data[].attributes.body
Students who have speech and language impairments may create some challenges in the classroom. Some of these challenges may include: withdrawal from social interactions, frequent arguments, reluctance to contribute to class discussions, and inattentiveness in class.

They may also struggle with following classroom rules or have difficulties with understanding the need to follow rules.

There is also a possibility that students may resort to inappropriate coping mechanisms, such as bullying, delinquency and truancy. This could be easily misinterpreted as purely bad behaviour, as these students may not be capable of using language to explain their frustrations or provide reasons for their behaviour.

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When working with these students it might seem very difficult at times. But there are strengths they display as well. Something they will be stronger in, that I would us in the classroom, would be activities that involve creativity. That doesn't include speaking or listening and they can represent their thoughts in a fun creative way. It may also be relaxing for them to do these activities.