1. By: Tiffany Barnes Cathy Binetti Rachel Ivie Cathy Uhl
The Exceptional Child Speech/Language Impairments and Orthopedic Impairments
By: Tiffany Barnes
Cathy Binetti
Rachel Ivie
Cathy Uhl

2. Statistics Show…
Communication disorders affect approximately 1 out of every 10 people in the U.S.
Approximately 60,000 students in the U.S. are orthopedically impaired

3. Definition of a Speech/Language Impairment (SI)
Problems with communication skills disrupt communication or affect emotional, social, intellectual, or education growth

4. Causes of SI hearing loss neurological disorders brain injury
mental retardation
drug abuse
physical impairments such as cleft palate
vocal abuse or misuse
frequently unknown

5. Categories of SI Articulation (trouble pronouncing sounds)
Fluency (stuttering)
Voice (vocal quality)
Language
semantics
syntax
pragmatics

6. Eligibility and Legal Provisions
Classroom teacher suspects problem
Parents are contacted
SST (student support team) packet is completed by teacher and parents
Teacher requests hearing/vision screening if referral is for speech only
SST decides on strategies if referral is for language only
Speech pathologist completes comprehensive evaluation

7. Teaching Strategies Eye contact Visual cues with teacher talk
Connection of pictures and words
Avoid ambiguities
Breakdown tasks
Give information in chunks
Graphic organizers
Peer buddy or assistant
Encourage discussion in one-on-one setting
Allow for responses other than verbal
Give more time for processing information
Ask for clarification if you don’t understand
Use of text on tape

8. Questions?

9. Definition of Orthopedic Impairment
Physical disability that adversely affects educational performance
Can hamper students’ mobility, coordination, stamina, communication, or learning abilities
Can be temporary, intermittent, chronic, progressive, or terminal

10. Causes Large portion caused by injury 20% are congenital
Disabilities often cause OI:
cerebral palsy
spina bifida
amputations/ limb absences
muscular dystrophy

11. Common Characteristics
Deficits in fine and gross motor developments
Speech and communication problems
Low, average, or gifted intellectual functioning
Average or gifted students may participate full time in regular classrooms

12. Eligibility
Medical evaluation by a licensed medical doctor is required
Evaluation includes:
diagnosis of student’s orthopedic impairment
information regarding medications, surgeries, special diet, special health care procedures, and activity restrictions
comprehensive educational assessment
documentation of deficits in academic functioning, adaptive functioning, social-emotional functioning, motor development, and communication abilities
psychological evaluation

13. Legal Provisions Documentation of eligibility is obtained
IEP is developed to:
meet child’s needs
adapt school and classroom environment

14. Teacher Collaboration
Key to successfully including the OI student in the regular education classroom
OI teacher works with classroom teacher and the student to adapt him to the classroom environment and decide on effective strategies

15. (most strategies will be addressed in the IEP)
Teaching Strategies
(most strategies will be addressed in the IEP)
Use of slant board for writing
Assistive technology
Overhead hard copies
Use of tables instead of desks
Peer buddy or assistant
Making physical accommodations as needed

16. Conclusion

17. References
Georgia Department of Education 2003, Exceptional Students: State Rules (appendix J). Retrieved January 30, 2004, from
Strategies for teaching students with communication disorders. (n.d.). Retrieved February 1, 2004, from
Language difficulties in school: Classroom strategies for primary schools. (2002). Retrieved February 1, 2004, from
National Information Center for Children and Youth with Disabilities 2001, Definition of speech and language disorders. Retrieved January 29, 2004, from