Speech or Language Impairment by Amy Naylor
IDEA Definition-Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child's educational performance.
Characteristics-
Academic-
Behavioral-
· Asks questions and/or responds to questions inappropriately (especially "why" and "how" question forms)
· Has difficulty analyzing and synthesizing sound sequences, forming stable phoneme/grapheme associations, and segmenting words into smaller grammatical units
· Has difficulty learning and applying concepts of time, space, quantity, size, proportion and measurement
These sites are great resources for referral, teaching strategies, characteristics, and for additional information about speech and language impairment in general
http://idea.ed.gov/explore/view/p/,root,regs,300,A,300%252E8,c,11,
https://arksped.k12.ar.us/rules_regs_08/3.%20SPED%20ELIGIBILITY%20CRITERIA%20AND%20PROGRAM%20GUIDELINES%20FOR%20CHILDREN/PART%20I%20ELIGIBILITY%20CRITERIA%20AGES%205-21/J.%20SPEECH%20OR%20LANGUAGE%20IMPAIRMENT.pdf
http://www.asha.org/public/speech/disorders/
http://lshss.pubs.asha.org/article.aspx?articleid=1777855
http://www.asha.org/PRPSpecificTopic.aspx?folderid=8589934980§ion=Treatment
http://www.naset.org/
Characteristics-
Academic-
- Overall achievement may be below expectancy in relation to chronological age, mental age, or both
- Achievement in reading, spelling, written composition,
Behavioral-
- Hesitates or refuses to participate in verbal activities
- Is inattentive, distractible; exhibits poor concentration; has difficulty "tuning in" to tasks or switching tasks
- Displays refusal behavior and/or low frustration tolerance
- Has difficulty following directions; must be "shown" what to do
- Is embarrassed or disturbed by his speech, regardless of age
- Has difficulty interpreting emotions, attitudes andintentions others communicate through nonverbal aspects of communication (facial expressions and body language)
- Responds inappropriately to subtle nonverbal social cues, often giving inappropriate social responses
- May not establish or maintain eye contact
· Asks questions and/or responds to questions inappropriately (especially "why" and "how" question forms)
· Has difficulty analyzing and synthesizing sound sequences, forming stable phoneme/grapheme associations, and segmenting words into smaller grammatical units
· Has difficulty learning and applying concepts of time, space, quantity, size, proportion and measurement
- Has difficulty comprehending and using linguistically complex sentences
- Has problems acquiring and using grammatical rules and patterns for word and sentence formation
- Cannot identify pronouns and their antecedents
- Cannot relate the events in a story or information in a report in sequential order
- Cannot predict outcomes, make judgments, draw conclusions or generate alternatives after appropriate discussion
- Does not recognize and understand figurative language such as alliteration, similes, metaphors, and personification.
- Conditions are indicated in the student's medical/developmental history, such as cleft lip and/or palate, deviant palatal-pharyngeal structure, cerebral palsy, muscular dystrophy, brain injury, aphasia, vocal nodules or other pathology of the vocal mechanism, hearing loss, myringotomy or other aural surgery, orofacial abnormalities, congenital disorders
- Has continuous allergy problems or frequent colds
- Has deviant dental structure
- Has oral muscular coordination slower than normal SPEECH OR LANGUAGE IMPAIRMENT
- Displays clumsiness or general motor incoordination
- Collaboration with a variety of professionals and communication partners,
- Facilitation of peer-mediated learning
- Continuity of services across environments,
- Addressing functional needs,matching service delivery to meaningful outcomes; provides services that are connected with functional and meaningful outcomes, such as
- The child being included in social settings with greater frequency,
- The child experiencing less frustration with problem solving, etc.;
- Provides services in natural learning environments to the extent possible
- Using one-on-one or individual services only when repeated opportunities do not occur in natural learning environments
These sites are great resources for referral, teaching strategies, characteristics, and for additional information about speech and language impairment in general
http://idea.ed.gov/explore/view/p/,root,regs,300,A,300%252E8,c,11,
https://arksped.k12.ar.us/rules_regs_08/3.%20SPED%20ELIGIBILITY%20CRITERIA%20AND%20PROGRAM%20GUIDELINES%20FOR%20CHILDREN/PART%20I%20ELIGIBILITY%20CRITERIA%20AGES%205-21/J.%20SPEECH%20OR%20LANGUAGE%20IMPAIRMENT.pdf
http://www.asha.org/public/speech/disorders/
http://lshss.pubs.asha.org/article.aspx?articleid=1777855
http://www.asha.org/PRPSpecificTopic.aspx?folderid=8589934980§ion=Treatment
http://www.naset.org/
http://prezi.com/nrmb98kwlmmq/speech-or-language-impairment/ click on link to open the prezi presentation