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"A speech impairment exists when a person’s production of speech sounds is unintelligible, is unpleasant, or interferes with communication. Speech impairments are distracting to the listener and can negatively affect the communication process." (Bryant et al, 2020)

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1) Academic Performance:

reluctance to contribute to discussions

difficulty organizing ideas

difficulty recognizing phonemes

difficulty producing sounds

failure to follow directions

difficulty finding the right word for things

2) Social Interaction:

Reluctance to interact with other children

exclusion or rejection by other children

difficulty carrying on a conversation

problems negotiating rules for games

3) Cognitive Functioning:

difficulty organizing information for recall

slow responding

inattentiveness

4) Behaviour:

high level of frustration

frequent arguments

fighting with peers

withdrawing from interaction

https://speechandlanguagedisabilities.weebly.com/classroom-implications.html

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Some negative terms used to describe students with communication disorders: shy, anxious, stubborn, aggressive, language delayed, frustrated, immature, unintelligent, unmotivated, dysfluent, disruptive, confused. These terms promote stereotyped thinking and negative impressions.

We need to be reminded that we need to look carefully at the capabilities of students with speech and language problems and remember the great diversity that can be hidden under a single label.

Teachers should not lower their expectations of the potential and capability of learners.

https://speechandlanguagedisabilities.weebly.com/classroom-implications.html

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Speech is how we say sounds and words. People with speech problems may:

not say sounds clearly

have a hoarse or raspy voice

repeat sounds or pause when speaking, called stuttering

Language is the words we use to share ideas and get what we want. A person with a language disorder may have problems:

understanding

talking

reading

writing

https://www.asha.org/public/speech/disorders/

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The ways a teacher may accommodate a student with communication disabilities differ, depending on whether they have an expressive language disorder or a receptive language disorder.

Some strategies for expressive language disorder:
1. Use visuals to support expressive language skills.
2. Be patient when the student is speaking.
3. Help build the student’s vocabulary by creating opportunities for focusing on language processing skills.

Some strategies for receptive language disorder:
1. Keep directions short and simple.
2. Include visuals when giving instructions.
3. Break tasks and assignments into short, easy-to-manage steps.

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"A language impairment disrupts communication and interferes with accurate understanding of messages, the intent of communications, and interactions among people." (Bryant et al, 2020)

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Both types of communication disorders—speech impairments and language impairments— can be further subdivided. The three types of speech impairments follow:

1. Articulation problems: The process of producing speech sounds is flawed, and resulting speech sounds are incorrect.

2. Fluency problems: Hesitations or repetitions interrupt the flow of speech. Stuttering is one type of fluency problem.

3. Voice problems: The voice is unusual in pitch or loudness given the age and gender of the individual.

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https://disabilityresourceproject.weebly.com/speechlanguage-impairments.html https://www.speechandot.com/how-do-speech-language-disorders-affect-learning/

https://speechandlanguagedisabilities.weebly.com/classroom-implications.html

http://www.projectidealonline.org/v/speech-language-impairments/

http://theconversation.com/how-to-tell-if-your-child-has-a-speech-or-language-impairment-31768

Bryant, D. P., Bryant, B. R., & Smith, D. D. (2020). Teaching Students With Special Needs in Inclusive Classrooms 2nd edition. Thousand Oaks, CA: Sage Publishing.

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1. Teach how to read body language, expressions, and sign language
2. Focus on content vs delivery
3. Break information down into smaller chunks
4. Be patient with the students you are working with
5. Provide extra response time