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“Speech or 
language 
impairment means 
a communication 
disorder, such as 
stuttering, impaired 
articulation, a 
language 
impairment or voice 
impairment, that 
adversely affects a 
child’s educational 
performance” 
- Individuals with 
Disabilities Education Act 
(IDEA) 
Students with Speech and 
Language Impairments (SLI) 
By: Pantea 
Goshtasb
As defined by the American Speech-Language-Hearing Association 
(ASHA), a communication disorder is “an impairment in the ability to 
receive, send, process, and comprehend concepts or verbal, NV and 
graphic symbol systems.”
Language delay doesn’t 
necessarily mean language 
disorder! 
Some children will 
develop language skills at 
a slower pace than their 
peers but this doesn’t 
mean they have an SLI. 
However, parents should 
be conscious of typical 
milestones and pay 
attention to the speech 
and language 
development of their kids. 
Early assessment and 
intervention is critical!
Causes of SLI’s: 
Usually unknown 
but potential 
causes include 
anatomical 
abnormalities, 
cognitive deficits, 
faulty learning, 
genetic 
differences, 
hearing 
impairments, 
neurological 
impairments, or 
physiological 
abnormalities.
The cause of 
speech and 
language disorders 
are usually 
unknown but the 
range of origins 
includes 
anatomical 
abnormalities, 
cognitive deficits, 
faulty learning, 
genetic differences, 
hearing 
impairments, 
neurologic 
impairments, or 
physiologic 
abnormalities.
SLI’s are the second 
most common 
category of students 
served under IDEA, 
between 6 and 21 
years old. 
90% of these 
children are within 
the range of 6-11 
years old. 
The total number of 
students served by 
speech-language 
pathologists is about 
5% of all school-age 
children, 2/3 of whom 
are boys.
Early assessment and 
intervention is so 
important! 
The American Academy 
of Pediatrics 
recommends ongoing 
surveillance and periodic 
use of broad-band 
screening measures. 
In the absence of these, 
most providers rely on 
informal milestone 
checklists. These lack 
criteria and are probably 
why only about 1 out of 
4 children with 
disabilities of any 
kind are referred for 
needed 
assistance.
Warning signs for SLI during 
infancy include challenges in 
response to sound, atypical 
birth cries, or limited 
response to others and 
progresses through the 
toddler and preschool age 
with limited comprehension 
of spoken language and 
difficult interactions with 
peers and others as well as 
delays in producing first 
words and word 
combinations.
At the elementary 
levels, look out for 
students who have 
a hard time 
following verbal 
instructions, find 
phonics and 
structural analysis 
to be challenging 
tasks for them, as 
well as issues 
grasping new 
information and 
knowledge.
Teachers who work in 
the secondary level 
setting should 
recognize the 
warning signs of 
students with 
potential SLI, by 
those who substitute 
words, struggle to 
grasp abstract 
themes, and process 
and produce 
language 
insufficiently, which 
directly relates to 
their reading skills 
and academic 
accomplishments
Assessment requires obtaining a sample of communication skills across settings 
through many procedures. It is critical to collect information not only from 
standardized, formal tools but also to gather more authentic information. 
Typically, this includes case history information, parent interviews, checklists from 
other providers, systematic observation, hearing screening, and examination of the 
speech mechanism.
Negative self-talk is 
a common trend in 
children with 
speech disorders so 
to counter this, 
teachers should 
teach their students 
to adopt positive 
self-talk, in order to 
build their self-esteem 
and image 
of themselves. 
Affirmations can be 
extended to all 
students!
Instructional Strategy: 
Assign students who have an SLI to a partner so they have the 
opportunity to practice their speech skills with someone their age and 
even make a new friend. Practice can only lead to improvements!
Instructional 
strategies cont’: 
Music 
For example, 
teachers can 
intentionally 
choose songs 
that incorporate 
certain 
instruments or 
objects so that 
students have to 
ask for them. 
They can also 
take out props to 
peak interest and 
let students act 
out the plot of 
the song lyrics.
Instructional Methods cont’: 
Storytelling 
Even though storytelling is 
thought to only be relevant in 
elementary school, teachers 
in the secondary levels should 
be encouraged to use it too. 
While reading a story, 
teachers should remember to 
pause sufficiently to give 
students a chance to speak, 
praise them when they do say 
something, expand on their 
words and ask open-ended 
questions.
Professional collaboration between the 
teacher and speech-language pathologist 
is of the utmost importance. 
However, this doesn’t mean that a general-education 
teacher should rely solely on the 
pathologist to cater to their students with SLI. 
It Is their responsibility to be well-informed about 
these & other disabilities, to better understand 
their class.
Language IN the classroom: 
Theory that learning should take place in a child’s most organic 
environment and should accompany other material that is 
being taught. 
The intention is to improve their language capabilities and take 
whatever was learned in therapy and apply it within a 
classroom space.
One option for service delivery is the community-based 
model, where therapy services are provided 
in places where casual communication happens 
naturally, such as at home or on the playground. 
This model works best for students with pragmatic 
language disorders and those attending vocational 
programs.
The consultation 
model: 
The speech-language 
pathologist does not 
interact with the 
student directly. 
Instead, he or she 
will give guidance to 
family, teachers, or 
other school staff, 
with information, 
training or resources 
to help the student 
achieve and exceed 
certain 
communication 
objectives.
SLI’s can potentially influence a child’s 
social life. 
If a student is embarrassed of his or her 
impairment, this may lead to not speaking 
up as much in class, for fear of ridicule. 
It is the teacher’s responsibility to create a 
climate where students with disabilities can 
thrive, among their classmates.
References: 
Cohdra (Photographer). (2006). [Photograph], Retrieved October 20, 2014, from: 
http://mrg.bz/Sw9Kov 
Jdurham (Photographer). (2009). [Photograph], Retrieved October 20, 2014, from: 
http://mrg.bz/KvKJpt 
Drailx (Photographer). (2005). [Photograph], Retrieved October 21, 2014, from: http://mrg.bz/p96zdk 
Baby with Pucker [Photograph], Retrieved October 21, 2014, from: http://imagebase.net/People/baby 
Caution Cone [Photograph], Retrieved October 21, 2014, from: imagebase.net/Concept/object10- 
1943617200 
Finger pointing [Photograph], Retrieved October 21, 2014, from: imagebase.net/Concept/Test-012- 
copy 
Anitapeppers (Photographer). (2007). [Photograph], Retrieved October 22, 2014, from: 
http://mrg.bz/vnRqg8 
Jppi (Photographer). (2010). [Photograph], Retrieved October 22, 2014, from: http://mrg.bz/tWK6xY 
Greyerbaby (Photographer). (2013). [Photograph], Retrieved October 22, 2014, from: 
http://mrg.bz/p2Hrlc 
Aging Guitar [Photograph], Retrieved October 22, 2014, from: http://mrg.bz/dZY6y5 
Seemann (Photographer). (2014). [Photograph], Retrieved October 20, 2014, from: http://mrg. 
bz/tnqPfm 
Dr_evil (Photographer). (2007). [Photograph], Retrieved October 21, 2014, from: 
http://mrg.bz/rw2BR1 
Meneya (Photographer). (2013). [Photograph], Retrieved October 22, 2014, from: 
http://mrg.bz/l8QZBg
Clarita (Phtographer). (2004). [Photograph], Retrieved October 23, 2014, from: http://mrg.bz/Qlma7K 
Handshake [Photograph], Retrieved October 23, 2014, from: imagebase.net/People/imagebase13_02 
Kconnors (Photographer). (2009). [Photograph], Retrieved October 20, 2014, from: http://mrg.bz/1JJvOB 
Hilarycl (Photographer). (2014). [Photograph], Retrieved October 20, 2014, from: http://mrg.bz/ju19A5 
GaborfromHungary (Photographer). (2014). [Photograph], Retrieved October 22, 2014, from: 
http://mrg.bz/rbkl4U 
Keencarlene (Photograher). (2014). [Photograph], Retrieved October 22, 2014, from: 
http://mrg.bz/29HcaK 
Alvimann (Photographer). (2009). [Photograph], Retrieved October 21, 2014, from: 
http://mrg.bz/K3OkQf 
American-Speech-Language-Hearing Association. Early Detection of Speech, Language and Hearing 
Disorders. Retrieved October 20, 2014, from: http://www.asha.org/public/Early-Detection-of- 
Speech-Language-and-Hearing-Disorders/ 
Dowdy, C., Patton, J., Polloway, E., & Smith, T. (2012). Teaching Students with Speech and Language 
Disorders. In Teaching students with special needs in inclusive settings (6th ed., pp. 372-400). New 
Delhi: PHI Learning Private Limited. 
General Information About Speech and Language Disorders. (1996). Retrieved October 20, 2014, from 
http://www.ldonline.org/article/6336/ 
Sec. 300.8 Child with a disability. (2004). Retrieved October 24, 2014, from http://idea.ed.gov/explore/ 
view/p/,root,regs,300,A,300%2E8, 
Prelock, P., Hutchins, T., & Glascoe, F. (2008). Speech-Language Impairment: How to Identify the Most 
Common and Least Diagnosed Disability of Childhood. The Medscape Journal of Medicine, 10(6), 
136-166. Retrieved October 20, 2014, from: http://www.ncbi.nlm.nih.gov/pmc/articles/ 
PMC2491683/#__ffn_sectitle

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Speech and Language Impairments (SLI)

  • 1. “Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment or voice impairment, that adversely affects a child’s educational performance” - Individuals with Disabilities Education Act (IDEA) Students with Speech and Language Impairments (SLI) By: Pantea Goshtasb
  • 2. As defined by the American Speech-Language-Hearing Association (ASHA), a communication disorder is “an impairment in the ability to receive, send, process, and comprehend concepts or verbal, NV and graphic symbol systems.”
  • 3. Language delay doesn’t necessarily mean language disorder! Some children will develop language skills at a slower pace than their peers but this doesn’t mean they have an SLI. However, parents should be conscious of typical milestones and pay attention to the speech and language development of their kids. Early assessment and intervention is critical!
  • 4. Causes of SLI’s: Usually unknown but potential causes include anatomical abnormalities, cognitive deficits, faulty learning, genetic differences, hearing impairments, neurological impairments, or physiological abnormalities.
  • 5. The cause of speech and language disorders are usually unknown but the range of origins includes anatomical abnormalities, cognitive deficits, faulty learning, genetic differences, hearing impairments, neurologic impairments, or physiologic abnormalities.
  • 6. SLI’s are the second most common category of students served under IDEA, between 6 and 21 years old. 90% of these children are within the range of 6-11 years old. The total number of students served by speech-language pathologists is about 5% of all school-age children, 2/3 of whom are boys.
  • 7. Early assessment and intervention is so important! The American Academy of Pediatrics recommends ongoing surveillance and periodic use of broad-band screening measures. In the absence of these, most providers rely on informal milestone checklists. These lack criteria and are probably why only about 1 out of 4 children with disabilities of any kind are referred for needed assistance.
  • 8. Warning signs for SLI during infancy include challenges in response to sound, atypical birth cries, or limited response to others and progresses through the toddler and preschool age with limited comprehension of spoken language and difficult interactions with peers and others as well as delays in producing first words and word combinations.
  • 9. At the elementary levels, look out for students who have a hard time following verbal instructions, find phonics and structural analysis to be challenging tasks for them, as well as issues grasping new information and knowledge.
  • 10. Teachers who work in the secondary level setting should recognize the warning signs of students with potential SLI, by those who substitute words, struggle to grasp abstract themes, and process and produce language insufficiently, which directly relates to their reading skills and academic accomplishments
  • 11. Assessment requires obtaining a sample of communication skills across settings through many procedures. It is critical to collect information not only from standardized, formal tools but also to gather more authentic information. Typically, this includes case history information, parent interviews, checklists from other providers, systematic observation, hearing screening, and examination of the speech mechanism.
  • 12. Negative self-talk is a common trend in children with speech disorders so to counter this, teachers should teach their students to adopt positive self-talk, in order to build their self-esteem and image of themselves. Affirmations can be extended to all students!
  • 13. Instructional Strategy: Assign students who have an SLI to a partner so they have the opportunity to practice their speech skills with someone their age and even make a new friend. Practice can only lead to improvements!
  • 14. Instructional strategies cont’: Music For example, teachers can intentionally choose songs that incorporate certain instruments or objects so that students have to ask for them. They can also take out props to peak interest and let students act out the plot of the song lyrics.
  • 15. Instructional Methods cont’: Storytelling Even though storytelling is thought to only be relevant in elementary school, teachers in the secondary levels should be encouraged to use it too. While reading a story, teachers should remember to pause sufficiently to give students a chance to speak, praise them when they do say something, expand on their words and ask open-ended questions.
  • 16. Professional collaboration between the teacher and speech-language pathologist is of the utmost importance. However, this doesn’t mean that a general-education teacher should rely solely on the pathologist to cater to their students with SLI. It Is their responsibility to be well-informed about these & other disabilities, to better understand their class.
  • 17. Language IN the classroom: Theory that learning should take place in a child’s most organic environment and should accompany other material that is being taught. The intention is to improve their language capabilities and take whatever was learned in therapy and apply it within a classroom space.
  • 18. One option for service delivery is the community-based model, where therapy services are provided in places where casual communication happens naturally, such as at home or on the playground. This model works best for students with pragmatic language disorders and those attending vocational programs.
  • 19. The consultation model: The speech-language pathologist does not interact with the student directly. Instead, he or she will give guidance to family, teachers, or other school staff, with information, training or resources to help the student achieve and exceed certain communication objectives.
  • 20. SLI’s can potentially influence a child’s social life. If a student is embarrassed of his or her impairment, this may lead to not speaking up as much in class, for fear of ridicule. It is the teacher’s responsibility to create a climate where students with disabilities can thrive, among their classmates.
  • 21. References: Cohdra (Photographer). (2006). [Photograph], Retrieved October 20, 2014, from: http://mrg.bz/Sw9Kov Jdurham (Photographer). (2009). [Photograph], Retrieved October 20, 2014, from: http://mrg.bz/KvKJpt Drailx (Photographer). (2005). [Photograph], Retrieved October 21, 2014, from: http://mrg.bz/p96zdk Baby with Pucker [Photograph], Retrieved October 21, 2014, from: http://imagebase.net/People/baby Caution Cone [Photograph], Retrieved October 21, 2014, from: imagebase.net/Concept/object10- 1943617200 Finger pointing [Photograph], Retrieved October 21, 2014, from: imagebase.net/Concept/Test-012- copy Anitapeppers (Photographer). (2007). [Photograph], Retrieved October 22, 2014, from: http://mrg.bz/vnRqg8 Jppi (Photographer). (2010). [Photograph], Retrieved October 22, 2014, from: http://mrg.bz/tWK6xY Greyerbaby (Photographer). (2013). [Photograph], Retrieved October 22, 2014, from: http://mrg.bz/p2Hrlc Aging Guitar [Photograph], Retrieved October 22, 2014, from: http://mrg.bz/dZY6y5 Seemann (Photographer). (2014). [Photograph], Retrieved October 20, 2014, from: http://mrg. bz/tnqPfm Dr_evil (Photographer). (2007). [Photograph], Retrieved October 21, 2014, from: http://mrg.bz/rw2BR1 Meneya (Photographer). (2013). [Photograph], Retrieved October 22, 2014, from: http://mrg.bz/l8QZBg
  • 22. Clarita (Phtographer). (2004). [Photograph], Retrieved October 23, 2014, from: http://mrg.bz/Qlma7K Handshake [Photograph], Retrieved October 23, 2014, from: imagebase.net/People/imagebase13_02 Kconnors (Photographer). (2009). [Photograph], Retrieved October 20, 2014, from: http://mrg.bz/1JJvOB Hilarycl (Photographer). (2014). [Photograph], Retrieved October 20, 2014, from: http://mrg.bz/ju19A5 GaborfromHungary (Photographer). (2014). [Photograph], Retrieved October 22, 2014, from: http://mrg.bz/rbkl4U Keencarlene (Photograher). (2014). [Photograph], Retrieved October 22, 2014, from: http://mrg.bz/29HcaK Alvimann (Photographer). (2009). [Photograph], Retrieved October 21, 2014, from: http://mrg.bz/K3OkQf American-Speech-Language-Hearing Association. Early Detection of Speech, Language and Hearing Disorders. Retrieved October 20, 2014, from: http://www.asha.org/public/Early-Detection-of- Speech-Language-and-Hearing-Disorders/ Dowdy, C., Patton, J., Polloway, E., & Smith, T. (2012). Teaching Students with Speech and Language Disorders. In Teaching students with special needs in inclusive settings (6th ed., pp. 372-400). New Delhi: PHI Learning Private Limited. General Information About Speech and Language Disorders. (1996). Retrieved October 20, 2014, from http://www.ldonline.org/article/6336/ Sec. 300.8 Child with a disability. (2004). Retrieved October 24, 2014, from http://idea.ed.gov/explore/ view/p/,root,regs,300,A,300%2E8, Prelock, P., Hutchins, T., & Glascoe, F. (2008). Speech-Language Impairment: How to Identify the Most Common and Least Diagnosed Disability of Childhood. The Medscape Journal of Medicine, 10(6), 136-166. Retrieved October 20, 2014, from: http://www.ncbi.nlm.nih.gov/pmc/articles/ PMC2491683/#__ffn_sectitle