Speech and Language Impairments Erin Biermacher Kristen Yankoviak

Speech Disorder A speech disorder is when someone has trouble producing sounds.

Characteristics of a Speech Disorder ◦ Trouble forming sounds ◦ Interruption in the flow or rhythm of speech, such as stuttering ◦ Difficulties with pitch or volume of voice ◦ Trouble producing specific sounds or words

Language Impairment A language impairment is when someone has trouble understanding or using words in context, both verbally and non-verbally.

Characteristics of a Language Impairment ◦ Not using words correctly ◦ Getting word meanings incorrect ◦ Not being able to verbally express ideas ◦ Frequent grammatical errors ◦ Low vocabulary ◦ Not being able to follow directions

Common Characteristics The most common characteristics of speech and language impairments include problems… ◦ Understanding and decoding what is heard ◦ Articulating sounds ◦ With the rate/rhythm of speech ◦ Using sounds and words in context

Speech and language impairments are the most common childhood disabilities and affect about 1 in 12 children. The characteristics of these disorders are most prevalent in infants, toddler, and preschoolers and are usually diagnosed at young ages.

Misconceptions That it is not a serious disorder or impairment. With this attitude, speech and language impairments are not easily detected because not enough attention is focused on the disorders. Some people may think that young children will grow out of the problems they are having with speech/language but this is not always the case and early intervention and support is important.

Misconceptions These misconceptions greatly affect the teaching and learning of students and can lead to the following… ◦ Behavioral problems ◦ Mental health problems ◦ Retention ◦ Reading difficulties ◦ Lack of confidence

Misconceptions Lack of time, resources, and teacher support are some reasons why speech and language disorders are not diagnosed enough in the primary care setting, which can lead to severe problems down the road.

Modifications and Accommodations Allow nonspeaking students and those with severe physical disabilities to use assistive technology such as electronic communication systems to communicate If needed, provide a student who is hard at hearing with an interpreter. Use audio amplification systems (FM system) Place students at the front of the classroom

Modifications/Accommodations Allow students to respond in different ways: ◦ With pictures on communication boards ◦ With movement and/or signals ◦ In writing Give students sufficient time to respond and repeat or rephrase their statements for the class Discuss when you will call on the student (for example, only when they are raising their hand) Allow students to tape record oral responses in advance

Modifications/Accommodations Use visuals when teaching new vocabulary and concepts; pair oral explanations with visuals Model activities and directions Pre-teach vocabulary Use visual and kinesthetic cues while teaching Give students vocabulary lists

Modifications/Accommodations Larger print to facilitate reading Allow students to read with a partner Reduce reading level if needed Tape record books, directions for assignments, and/or tests so students may listen to them

Modifications/Accommodations Extended time for assignments and tests Present assessment directions and questions in multiple ways: ◦ Read them to the student ◦ Give the student a written copy ◦ Incorporate pictures ◦ Repeat or reword directions None of these accommodations are necessarily more effective than others; it depends on the specific speech or language impairment of the student and what their needs are

An Example of Curricular Modifications A student in my classroom has a speech impairment in which he has trouble pronouncing specific sounds (mainly vowel sounds) and has problems with his voice. This affects his reading ability since he is unable to produce specific sounds and has trouble blending sounds to form words.

To modify the curriculum, we work with him one-on-one on the common syllables in Spanish words. We have him put 3 syllable cards together and he practices reading the resulting nonsense word. During guided reading, this student is often paired with another student or pulled in a small group with me or my CT. He receives speech therapy and works with a special education teacher to develop his productive English vocabulary.

Resources for Additional Information Visit the National Association of Parents with Children in Special Education website at to read more about Speech and Language Impairmentshttp:// The National Dissemination Center for Children with Disabilities ( also provides valuable information about Speech and Language Impairments. The American Speech-Language-Hearing Association provides a number of resources; visit For information about the relationship between speech or language impairments and reading ability visit to read an article about a research study on this topic.

Bibliography The organized special education teacher. (2006). Organized Teaching, Retrieved from accommodations_modifications.html Prelock, P. (2008). Speech-language impairment: how to identify the most common and least diagnosed disability of childhood. The Medscape Journal of Medicine, 10. Retrieved from Speech and language impairments. (2004). National Association of Parents with Children in Special Education, Retrieved from geimpairments.php

Bibliography (Continued) Speech and language disorder and diseases. (1997). American Speech and Language/Hearing Association, Retrieved from Speech and language impairments. (201). National Dissemination Center for Children with Disabilities, Retrieved from