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Speech and Language Impairment
SLI: Specific language impairment
SSD: Speech sound disorder
SLP: Speech-Language Pathologist
IEP: Individualized education plan
A language disability is when a person struggles to understand and use spoken or written language to communicate. A speech disability is when a person struggles to produce speech sounds or put syllables together to form words. An SLP works to diagnose and help students with a speech or language disability. An IEP is created by a team of individuals associated with the student to ensure their academic and social success. An IEP covers accommodations, special services, future goals, progression, and a diagnosis.

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Speech Disability
- Difficulty producing speech sounds such as "th," "ka," "s," etc.
- Fluency is inconsistent, stuttering, mumbling, using filler words excessively such as "like" and "um".
Language Disability
- The student struggles to follow directions
- Limited vocabulary is used
- The student misuses words and meanings
- The student struggles with grammar and expressing thoughts clearly

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Students can be identified with a speech or language disorder in multiple ways
- A teacher or parent may notice a student struggling to communicate or keep up academically
- During a routine check up at a doctor's office
- Standardized tests
To be diagnosed with a speech or language disorder a child needs to be assessed by an SLP. Once the SLP gives an evaluation an IEP will be constructed that will outline the future plan for the student. The student will continue education in their regular classroom, but they will meet with an SLP regularly. The child will meet with the SLP depending on the child's current ability and progression. During these sessions, a child may be integrated into a large group or have a one-on-one session with an SLP.

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This video details the experience of a girl with a language disability.

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Resource for Teachers at National levels

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Resource for Teachers at National levels

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This website goes in depth to provide teachers with ways to accommodate a student in the classroom as well as strategies for helping them thrive socially.

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Communication Disorders involve a wide variety of problems in speech, language, and hearing. For example, speech and language disorders include stuttering, aphasia, dysfluency, voice disorders (hoarseness, breathiness, or sudden breaks in loudness or pitch), cleft lip and/or palate, articulation problems, delays in speech and language, autism, and phonological disorders.

Niccolo Fontana Tartaglia (1500-1557), a famous mathematician, was the first to work out a general solution for equations of the third degree. Although his last name was Fontana, he was given the nickname "Tartaglia," which means "stutterer" or "stammerer."

Speech and language impairments and disorders can be attributed to environmental factors, of which the most commonly known are High Risk Register problems, which include drugs taken during pregnancy, common STD's such as syphilis, and birthing trauma to name a few. Communication disorders can also stem from other conditions such as learning disabilities, dyslexia, cerebral palsy, and mental retardation.

General Strategies

1. treat the student with a disability as you would any other student.

2. Bring to the student's attention science role models with disabilities with a similar disability to that of the student. Point out that this individual got ahead by a combination of effort and by asking for help when needed.

3. Students with communication disorders should be encouraged to discuss their functional difficulties and needs in private during the first week of classes and to talk about ways to compensate.

4. When it appears that a student needs help, ask if you can help. Accept a "No Thank You" graciously.

5. Encourage classmates to accept the student with communicative problems.

6. Be a good speech model. This will indicate to all that good communication is desirable.

7. An atmosphere conducive to easy and good interactive communication should be established and maintained in the classroom.

8. Consult a Speech Language expert concerning each child with a communicative disorder in your class and work with him/her throughout the class.

9. Keep up-to-date on the student's accomplishments in therapy.

10. Give students with speech impairments opportunity to speak in class.

11. Give them time to express themselves, do not interrupt or try to fill in gaps for them.

12. Speak to them naturally.

Teacher Presentation

1. Maintain contact with student.

2. Allow students to tape lectures.

3. Provide an interpreter (signed English or American Sign Language) to those who require another form of communication.

4. Encourage and assist in facilitation of participation in activities and discussions.

5. Be patient.

6. Be a good listener.

Laboratory

Joseph Priestly (1733-1804), the scientist credited with the discovery and isolation of oxygen, also stuttered.

1. Allow more time for the student to complete activities.

2. Place the student within reasonable distance from the instructor to meet their needs.

3. Anticipate areas of difficulty in access and involve the student in doing the same. Together, work out alternate procedures while trying not to disengage the student from the activity.

4. For students who cannot use the computer because of other physical limitations in their hands or arms, explore avenues for obtaining adaptive access software (including Unicorn keyboards), special switches, Power Pads, eye controlled input systems, touch screens, footmice, and other special equipment.

5. If appropriate, provide assistance, but also provide positive reinforcement when the student shows the ability to do something unaided.

6. Use a peer-buddy system when appropriate.

7. Lastly, consider alternate activities/exercises that can be utilized with less difficulty for the student, but has the same or similar learning objectives.

Group Interaction and Discussion

1. Encourage classmates to accept the student with communicative problems.

2. An atmosphere conducive to easy and good interactive communication should be established and maintained in the classroom.

3. Encourage and assist in the facilitation of participation in activities and discussions.

4. Allow more time for the student to complete activities.

5. Allow for multiple means of presentation and expression.

Research

1. Review and explain to the student the steps involved in a research activity. Think about which step(s) may be difficult for the specific functional limitations of the student and jointly devise accommodations for that student.

2. Use appropriate lab and field strategies according to the nature of the research.

3. Allow more time for the student to complete activities.

4. With the student, work out alternate procedures which do not disengage the student from the activity.

5. Anticipate areas of difficulty in access and involve the student with a communication disability in doing the same. Together, work out alternate procedures while trying to disengage the student from the activity.

6. If appropriate, provide assistance, but also provide positive reinforcement when the student shows the ability to do something unaided.

Field Experiences

1. Discuss with the student any needs, problems or alternatives he/she anticipates in the field learning environment.

2. Consider alternate activities/exercises that can be utilized with less difficulty for the student, but has the same or similar learning objectives.

3. Make special advance arrangements with curators during passive visiting field trips.

4. When information gathering involves a physical action that the impaired student cannot perform, try a different experience yielding the same information.

5. In the field, provide assistance, but also provide positive reinforcement when the student shows the ability to do something unaided.

Testing

1. Allow more time for the student with communication impairments to complete tests in their optimal mode of communication.

2. Design tests that are appropriate for the student's disorder (written, drawn, or oral.)

3. Writers could be provided for test taking if the individual requires such assistance.

4. Check to be sure that test instructions are completely understood by the child and provide any additional assistance that may be needed.

Communication Disability Organizations

American Speech-Language-Hearing Association
The mission of this association is to promote the interests of and provide services for professionals in audiology, speech-language pathology, and speech and hearing science. It also promotes advocacy for persons with communication disabilities.

Developmental Delay Resources
Developmental Delay Registry (DDR), a nonprofit organization dedicated to meeting the needs of those working with children who have developmental delays in sensory motor, language, social, and emotional areas.

Hanen Centre
The Hanen Centre is an non-profit charitable international organization dedicated to providing early speech - language intervention to all young children with special needs and speech language delays.

National Aphasia Association
The National Aphasia Association is a nonprofit organization that promotes public education, research, rehabilitation and support services to assist people with aphasia and their families.

Communication Disability Resources

Aphasia
This site contains excellent web sites, organizations, general informations and chat lines.

Apraxia
This site contains excellent web sites, organizations, general informations and chat lines concerning apraxia.

Communication Aids for Language and Learning
The CALL team is dedicated to serving those in Scotland with severe communication difficulties; physical disabilities; and mobility problems.

Communication Disorders
This site contains excellent web sites, organizations, general informations and chat lines dealing communication impairments.

General Information about Speech and Language Disorders
This is a fact sheet that gives definitions, characteristics, and other information.

National Institute on Deafness and Other Communication Disorders
NIDCD facilitates and enhances the dissemination of information in the following areas: hearing, balance, smell, taste, voice, speech, and language.

Net Connections for Communication Disorders and Sciences
This site provides many useful links.

Stuttering
This site contains excellent web sites, organizations, general information and chat lines about stuttering.

"What to Do and What to Know When Speaking with a Person who Stutters"
This site provides general information about stuttering.

Assistive Software for Communication Disorders

Kurzweil 3000 for Macintosh by Kurzweil Educational
The Kurzweil 3000 for Macintosh is helping to meet the challenge of reading caused by dyslexia, attention deficit disorder and other disorders. Kurzweil 3000 reads scanned books or electronic text aloud using synthetic speech. This patented auditory and visual presentation of information helps measure reading accuracy, speed and comprehension for struggling readers.

Availability: Freeware
Contact: Kurzweil Educational USA
Phone: +1-800-894-5374
Fax: +1-781-203-5033
E-mail: info@kurzweiledu.com

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Communication Disorders involve a wide variety of problems in speech, language, and hearing. For example, speech and language disorders include stuttering, aphasia, dysfluency, voice disorders (hoarseness, breathiness, or sudden breaks in loudness or pitch), cleft lip and/or palate, articulation problems, delays in speech and language, autism, and phonological disorders.

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Adaptations used for social interactions

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Adaptations used for social interactions

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- Parents should encourage communication at home
- Parents can have the student read to them and vice versa
- A student can join a support group
- Encourage the student to practice their speech/language skills with others
- Use American Sign Language or Alternative Augmentative Communication
- Have a plan if the student is in a situation where they cannot communicate effectively. This could include writing on a notepad or using sign language.

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Overview of possible causes and types of problems in speech development

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A speech-language pathologist will assess a child for a speech and language disability. An SLP will review the case history to gather any information about the child's disability. An SLP may observe the child in a natural environment such as a classroom. An SLP may have a conversation with a child to assess their strengths and weaknesses. Or play a game with the child involving social interactions. The child may be asked to read sentences, correct grammar, name objects, respond to questions, or use context clues to determine the next part of a story.

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An IEP outlines the special education services a student may receive. These services differ with each student and they are based on the student's individual needs. Below are examples of accommodations outlined on an IEP.
- Sitting away from windows and doors to minimize distraction
- Allowing extra time on tests and quizzes
- Taking the student out of the classroom and into an isolated environment for tests.
- Communicating using signs, gestures, or verbally
- Recording the class session for the student to reference
- Having a note taker for the student
- Directions read aloud for students

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This website provides information on how a child is affected with a learning disability in school. This website also offers insight into receiving help for children with speech or language disabilities.

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This website shows the average rate of mastering speech and language skills by age. If your child is struggling with a speech or language skill, this website offers help in finding a certified Speech-Language Pathologist.

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Are you worried about your child's speech, language, or hearing? Know the signs, and get help early.

On this page:

Identify the Signs

Children develop at their own rate. Some children walk and talk early. Others take longer. Most children learn skills within an age range, such as between 12 and 18 months. A child who takes longer to learn a skill may have a problem.

It is important that you know what to expect. Below are some signs of speech, language, and hearing problems. You'll see the expected age range next to each skill.

Learn more about what to expect from your child from birth to five years old. You can also learn more about how to Identify the Signs.

Language Disorders

Language is made up of the words we use to share ideas and get what we want. Language includes speaking, understanding, reading, and writing. A child with a language disorder may have trouble with one or more of these skills.

Signs of language problems include:

Birth-3 months

Not smiling or playing with others

4-7 months

Not babbling

7-12 months

Making only a few sounds. Not using gestures, like waving or pointing.

7 months-2 years

Not understanding what others say

12-18 months

Saying only a few words

1½-2 years

Not putting two words together

2 years

Saying fewer than 50 words

2-3 years

Having trouble playing and talking with other children

2½-3 years

Having problems with early reading and writing. For example, your child may not like to draw or look at books.

You can help your child learn language by

Talking, reading, and playing with your child.

Listening and responding to what your child says.

Talking with your child in the language that you are most comfortable using.

Teaching your child to speak another language, if you speak one.

Talking about what you do and what your child does during the day.

Using a lot of different words with your child.

Using longer sentences, as your child gets older.

Having your child play with other children.

Speech Sound Disorders

Speech is how we say sounds and words. It is normal for young children to say some sounds the wrong way. Some sounds do not develop until a child is 4, 5, or 6 years old. Signs of a speech sound disorder in young children include:

1-2 years

Not saying p, b, m, h, and w the right way in words most of the time

2-3 years

Not saying k, g, f, t, d, and n the right way in words most of the time. Being hard to understand, even to people who know the child well.

You can help your child learn to say sounds by

Saying sounds the right way when you talk. Your child needs good speech models.

Not correcting speech sounds. It is okay if your child says some sounds the wrong way.

Stuttering

Most of us pause or repeat a sound or word when we speak. When this happens a lot, the person may stutter. Young children may stutter for a little while. This is normal and will go away over time. Signs that stuttering might not stop include:

2½-3 years

Having a lot of trouble saying sounds or words

Repeating the first sounds of words, like "b-b-b-ball" for "ball"

Pausing a lot while talking

Stretching sounds out, like "fffffarm" for "farm"

You can help your child by

Giving your child time to talk.

Not interrupting or stopping your child while he speaks.

Noticing if your child gets upset when stuttering. Pay attention to how she speaks. Children who stutter may close their eyes or move their face or body when talking.

Voice Disorders

We use our voice to make sounds. Our voice can change when we use it the wrong way. We can lose our voice when we are sick or after talking or yelling a lot. Signs that your child may have a voice disorder include:

Having a hoarse, scratchy, or breathy voice.

Sounding nasal, or like he talks through his nose.

You can help your child by:

Seeing a doctor if your child's voice sounds different and it does not go away after a short time.

Telling your child not to shout or scream.

Keeping your child away from cigarette smoke.

Hearing Loss

Some children have a hearing loss at birth. Others lose their hearing as they get older. Some signs that your child may have a hearing loss include:

Birth-1 year

Not paying attention to sounds

7 months-1 year

Not responding when you call her name

1-2 years

Not following simple directions

Birth-3 years

Having speech and language delays

You can help your child by:

Making sure your child has a newborn hearing screening.

Taking your child to the doctor if he has an ear infection.

Seeing an audiologist if you worry about your child's hearing.

Act Today

Getting help early is better than waiting. You may be able to get free or low-cost services for your child. Talk to your doctor or contact your local school. They can tell you about early intervention programs and other services.

Finding Help

Speech-language pathologists, or SLPs, help children who have language, speech sound, stuttering, or voice problems. Audiologists help people who have trouble hearing.

Look for an SLP or audiologist who has earned the Certificate of Clinical Competence, or CCC, from ASHA. ASHA-certified SLPs have "CCC-SLP" after their names. ASHA-certified audiologists have "CCC-A" after their names.

To find a speech-language pathologist or audiologist near you, visit ProFind.

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Early Identification of Speech, Language, and Hearing Disorders

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Are you worried about your child's speech, language, or hearing? Know the signs, and get help early. On this page: Children develop at their own rate. Some children walk and talk early. Others take longer. Most children learn skills within an age range, such as between 12 and 18 months.

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This website defines a speech and language disorder and offers external links that detail characteristics, types, and interventions for adults and children.

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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.

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American Speech-Language-Hearing Association. (n.d.). Early identification of speech, language, and hearing disorders. Early Identification of Speech, Language, and Hearing Disorders. Retrieved September 13, 2022, from https://www.asha.org/public/early-identification-of-speech-language-and-hearing-disorders/

American Speech-Language-Hearing Association. (n.d.). Speech and language disorders. American Speech-Language-Hearing Association. Retrieved September 13, 2022, from https://www.asha.org/public/speech/disorders/

Department of Health. (2022, June). Department of Health. CHAPTER III - Assessment Methods for Young Children With Communications Disorders - Continued. Retrieved September 13, 2022, from https://www.health.ny.gov/community/infants_children/early_intervention/disorders/ch3_pt5.htm

Disabilities Rights California. (n.d.). (3.4) what are the eligibility criteria for students with speech and language disorders? SERR. Retrieved September 13, 2022, from https://serr.disabilityrightsca.org/serr-manual/chapter-3-information-on-eligibility-criteria/3-4-what-are-the-eligibility-criteria-for-students-with-speech-and-language-disorders/

Hartnett, J. K. (Ed.). (2022, March). Delayed speech or language development (for parents) - nemours kidshealth. KidsHealth. Retrieved September 13, 2022, from https://kidshealth.org/en/parents/not-talk.html

Hirsch, L. (Ed.). (2021, March). Speech and language disorders factsheet (for Schools) (for parents) - nemours kidshealth. KidsHealth. Retrieved September 13, 2022, from https://kidshealth.org/en/parents/speech-language-factsheet.html

National Association of Special Education Teachers. (2008, April 25). Naset.org home page. NASET News Alert RSS. Retrieved September 13, 2022, from https://www.naset.org/professional-resources/exceptional-students-and-disability-information/speech-and-language-impairments/comprehenisve-overview-of-speech-and-language-impairments

National Science Teaching Association. (n.d.). Communication disorders. Communication Disorders. Retrieved September 13, 2022, from https://www.nsta.org/communication-disorders

Sacramento City Unified School District. (2016, October 4). Commonly used abbreviations and acronyms for special education. Commonly Used Abbreviations and Acronyms for Special Education. Retrieved September 13, 2022, from https://www.scusd.edu/post/commonly-used-abbreviations-and-acronyms-special-education

Unlocking Language. (n.d.). News & articles - unlocking language. Helping Children with Communication Disorders in Schools. Retrieved September 13, 2022, from https://unlockinglanguage.co.uk/speech-language-therapy-in-schools/

U.S. Department of Health and Human Services. (2018, July). Specific language impairment. National Institute of Deafness and Other Communication Disorders. Retrieved September 13, 2022, from https://www.nidcd.nih.gov/health/specific-language-impairment#:~:text=and%20spelling%20errors.-,How%20is%20SLI%20diagnosed%3F,evaluate%20the%20child's%20language%20skills.

RALLIcampaign. (2012, September 20). Literacy difficulties and SLI (DLD). YouTube. Retrieved September 12, 2022, from https://www.youtube.com/watch?v=CjF6rx-6KRY

YouTube. (2015). Overview of Possible Causes and Types of Problems in Speech Development. YouTube. Retrieved September 12, 2022, from https://www.youtube.com/watch?v=7E21w4CiyJs.

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This website details the disabilities that qualify a child for Special Education services. Parents need to be informed about the rights their children have when it comes to their education.

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(3.4) What are the eligibility criteria for students with speech and language disorders?

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A student with speech and language difficulties is eligible for special education services if she meets one or more of the following criteria: Articulation Disorder, which reduces intelligibility and significantly interferes with communication and attracts adverse attention.

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This website informs teachers of the characteristics of speech or language disabilities and ways to help a student.

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Speech and Language Disorders Factsheet (for Schools) (for Parents) - Nemours KidsHealth

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What teachers should know about speech and language impairments, and how to help students with impairments succeed in school.