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Administration for Children and Families Early Childhood Learning & Knowledge Center

Provides many facts, suggestions and more resources on family engagement with community, relationship-based practice, health & wellness and assessing progress.
https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/Disabilities/Services%20to%20Children%20with%20Disabilities/Disabilities/disabl_fts_00017_061105.html

Ontario Association for Families of Children with Communication Disorders

http://www.oafccd.com

Center for Parent Information & Resources

http://www.parentcenterhub.org/find-your-center/

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National Association of Special Education Teachers

https://www.naset.org/speechandlanguage2.0.html

An Office of the Administration for Children and Families Early Childhood Learning & Knowledge Center

https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/Disabilities/Services%20to%20Children%20with%20Disabilities/Disabilities/disabl_fts_00017_061105.html

American Speech-Language-Hearing Association

http://www.asha.org/public/speech/development/schoolsFAQ/

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http://www.danaryan.com - This week's toddler topic is speech delays with your toddler. If your child doesn't speak 50 words or less by the age of 2, they are considered a "late talker". Since we are receiving speech therapy in our home for one of the boys, there are a few things we are working on to help encourage talking.

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•    Allowing more time for a student to complete activities, assignments and tests.

•    Having a student sit near you to easily meet her learning needs.

•    Discussing possible areas of difficulty and working with the student to implement accommodations.

•    Always asking before providing assistance, and using positive reinforcement when the student completes an activity independently.

•    Using peer assistance when appropriate.

•    Modifying activities or exercises so assignments can be completed by the student, but providing the same or similar academic objectives.

•    Creating tests that are appropriate for the student with speech impairment (for example, written instead of oral or vice versa.)

•    Providing scribes for test taking if a student needs assistance.

•    Making sure the student understands test instructions completely and providing additional assistance if needed.

Remember, patience is extremely necessary in teaching students with speech impairments. Accepting and accommodating an individual’s speech will benefit educators, classmates, and of course, the student herself by sharpening listening skills and promoting learning and understanding. After all, everyone’s voice deserves to be heard.

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Teaching Students with Speech Impediments

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Teaching Students with Speech Impediments

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Introduce, practice and maintain:

listening skills

full classroom participation in discussions/activities

Provide adequate space and time to accommodate for your student’s needs-there may be interpreter or some for of augmentative communication

Individual instruction may be necessary for some students. Provide this with considering possible embarrassment of students. Be mindful of student preference.

Constantly model correct pronunciation of sound, rather than focusing on errors-During independent instruction/intervention:

-make eye contact

-tell student to watch movements of your mouth

-ask he/she to copy your mouth movements when producing sounds

When introducing new vocab:

divide words syllabically

Utilize different listening and verbal activities

perform informal assessment to ensure progress or comprehension of activity

And always…

***Be patient and encourage these students to participate in all classroom activities

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o   Cleft pallet

o   Autism

o   Cerebral palsy

o   Brain injury

o   Learning disability

o   Intellectual disability

o   Sometimes unknown

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-Children’s development with rules of language-

Clustered Consonants:
“boken” instead of “broken”

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The onset for speech impairment is usually 2 to 5 years old, if not present at birth. It is important to recognize when a student is continuously having trouble with, leaving off or adding the same sound in their articulation. This may show that it is an uncontrollable error.
*For instance, if a child continues to substitute the /r/ sound for the /w/ sound after the age of 4, he/she may have a speech impediment.

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o   Speech sound disorders - (difficulty pronouncing sounds)

o   Stuttering (fluency) disorders - (interruption of the flow of speech that may include hesitations, repetitions, prolongations of sounds or words)

o   Voice disorders - (quality of voice that may include hoarseness, nasality, volume (too loud or soft)

o   Language disorders - (difficulty understanding what they hear as well as expressing themselves with words)

o   Cognitive-communication disorders - (difficulty with thinking skills including perception, memory, awareness, reasoning, judgment, intellect and imagination)

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“The ability to communicate with peers and adults in the educational settings is essential for a student to succeed in school.”
-American Speech-Language-Hearing Association

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How has the Speech Impairment affected Matthew's learning?

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How has the Speech Impairment affected Matthew's learning?

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It has impacted Matthew's learning in the area of language and communication. The impact of the effects depend on the .severity of each child's disability.

·      Forms of language:
o   Reading

o   Writing

o   Gesturing

o   Listening

o   Speaking

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·      Stuttering

·      Speech delay

·      Simplification of difficult sounds

·      Consistent errors in pronunciation

·      Mouth movements before sound

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Many children are “late talkers,” so the impairment is not always identifiable, depending on severity.

Most children make errors with phonological processes as they are learning their language, but when mistakes continuously happen as they develop, a speech sound disorder may be identified.

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Verbal Apraxia is a type of speech/muscle disorder. It affects the physical abilities to perform skilled movements or speech.

Developmental, present at birth

Acquired, due to brain injury

Early diagnosis from a properly trained Speech Language Pathologist can help the child receive helpful interventions and make strides in progress.

Some children with apraxia learn Sign Language for better communication.

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Interventions for Speech Sound Disorders in Children

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                                                                                                                                                    Matthew's speech impediment is...

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                                                                                                                                                    Matthew's speech impediment is...

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Difficulty producing speech sounds correctly.
This may include pronouncing sounds, articulation or stuttering.