Chapter Ten
Individuals with Speech and
Language Impairments
Nature of Speech, Language,
and Communication
Language: rule-based method of
communication
Phonology
Morphology
Semantics
Syntax
Pragmatics
Communication: involves verbal and
nonverbal behaviors
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Language Components
Defining Speech and
Language Impairments
The American Speech-Language-Hearing Association
defines a communication disorder as an impairment
in the ability to receive, send, process, and
comprehend concepts or verbal, nonverbal, and
graphic symbols systems. A communication disorder
may be evident in the processes of hearing, language,
and/or speech.
The IDEA label for students with communication
difficulties is speech and language impairment and
they are eligible for special education if they have a
communication disorder such as stuttering, impaired
articulation, a language impairment or a voice
impairment, which adversely affect a childs
educational performance.
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Classifying Speech and
Language Impairments
Speech Disorders
Articulation disorders
Fluency disorders
Voice disorders
Central Auditory
Processing
Disorders (CAPD)
-Difficulty processing
sounds
Language Disorders
Phonological
disorders
Apraxia of speech
Morphological
disorders
Semantic disorders
Syntactical deficits
Pragmatic difficulties
Organs Typically Used in Speech
Production
Historical Perspectives
Historical
reactions toward
individuals with disabilities:
Rejection
Objects of pity
A rewarding sense of humor
Prevalence of Speech and
Language Impairments
High
incidence disability
Often occurs with other disabilities
20% of children receiving special
education receive services for speech
and language disorders
Preschoolers with speech and language
disorders represent half of all
preschoolers receiving special
education
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Etiology of
Speech and Language
Impairments
Ways to Classify Speech
and Language Impairments
Functional vs. Organic
Environmental
Physical
Congenital, Developmental,
or Acquired
Exist at birth
Emerge in childhood
Result from injury
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Prevention of
Speech and Language
Impairments
Children
typically develop language
within acceptable limits
Language is learned in social
contexts
Provide early language experiences
to infants and young children
Genetic testing may be warranted in
some situations
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Characteristics of
Speech and Language
Impairments
Expressive
Language
May experience
difficulties with:
Limited vocabulary
Incorrect grammar
or syntax
Excessive repetition
of information
Difficulty
formulating
questions
Receptive Language
May experience
difficulties with:
Following oral
directions
Understanding
humor or figurative
language
Comprehending
complex sentences
Responding to
questions
appropriately
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Assessing
Speech and Language
Impairments
Formal
and informal measures
case histories, family interviews, health
assessments, observations,
developmental information, family
dynamics, speech and language
assessments
Professionals
teachers, speech-language pathologists,
audiologists, neurologists, physicians
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Suggestions for the Classroom
Strategies to Assist Students with
Central Auditory Processing Disorder (CAPD)
Select seating away from distracting stimuli
Reduce visual and auditory distractions
Gain the childs attention before giving
directions
Give directions in a logical and sequential order
Paraphrase information
Check for comprehension
Use visual aids and written directions to
supplement spoken information
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Where are Students with Speech
and Language Impairments
Educated?
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Services for Young Children with
Speech and Language
Impairments
Early
identification importance
Early identification procedures
Services available from birth to
school age
Interactions with typically developing
peers
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Adolescents and Adults with
Speech and Language
Impairments
Communication
disorders may
compound adolescent insecurities
Transition planning
16
Family Issues
Speech-language
pathologists
include families in the assessment
and planning process
Speech-language pathologists
provide suggestions to families to
assist them in helping their children
with speech or language
impairments
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Issues of Diversity
Children who do not speak standard
or proficient English do not have
speech or language impairments
although some students with limited
English proficiency may also have
special learning needs including
speech and language impairments.
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Technology and Individuals with
Speech and Language
Impairments
Assistive
Technology
Augmentative or Alternative
Communication (AAC)
19
Trends, Issues, and Controversies
Early
intervention
Assistive technology
Cultural and linguistic diversity
Controversies regarding etiologies of
speech and language disorders
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