You have a student receiving speech services. What does that mean? This means that your student has been evaluated by a Speech-Language Pathologist ( SLP ) and was determined to have cormmunication deficits severe enough to impact their academic or social learning. What kind of communication deficits are there? + Articuiation/Phonologicat Deficits in this area would make iT difficult For you To understand the student when, speaking . vpresaive Language Deficits in this area would make It GIF FI icutt For thé student to clearly and concisely Tel you information. This canbe in both spoken or written Forms. * Receptive Lan Deficits in this area would make it difficult For the student to Folow directions or understand information. * Tics: Deficits in this area woud make it difFicut For the student to work in groups or understand Figurative language in stories and conversation Why do they need to miss class for speech services? Speech services can be delivered in a variety of ways. The SLP wil determine the best service delivery model based on the chids needs and abilities. Sometimes this means being puled from. Class to Focus on skills and concepts. Students can fee! self-conscious and get distracted whie working in the classroom IF they are not ready for it. SLOs donot want students to miss peer modeling and interaction opportunities, but keep In mind, decisions about service delivery are made with the student's best interest in mind. IF youhave questions Tak to your SLP. ‘The Speech Bub SLOCHARACTERISTICS OF SPEECH/LANGUAGE DISORDERS In order to receive speech/language therapy in the public schools, a child must have a problem that interferes with his/her academic performance. PLEASE REFER A CHILD FOR SPEECH/LANGAUGE SCREENING IF: ARTICULATION — Ifa child: 1. Cannot say /th/ by age 7 Cannot say /r/, /V/ by age 8 Cannot say /s/, /2/ by age 8 Cannot say any other sound besides the ones listed above Has more than one error pronunciation(s) 1s emotionally upset by speech errors ay een VOICE if a chil: 1. Speaks to loudly or too softly (other than shyness) 2. Uses inappropriate pitch 3. Is hoarse, denasal (other than due to colds or allergies), hypernasal FLUENCY ~ ifa child: 1. Has more than the normal amount of hesitations or repetitions of sounds, words or phrases 2. Speaks too fast or too slowly 3. Is tense or self-conscious about speech HEARING ~if a child 1. Asks for frequent repetitions 2. Watches the speaker's mouth 3. Tilts head to one side 4, Often hears words wrong, LANGUAGE - if child: 1. Has limited oral vocabulary or concreteness of work meaning 2. Gaps in information or knowledge ~ doesn’t know certain facts that all other children know 3. Cannot express similarities and differences or use words in meaningful associations or classify and categorize Cannot make cause and effect relationships Has difficulty with concepts of time and space (ie. under, between, before, after, etc.) Has difficulty comprehending directions Never talks or volunteers in class Uses incorrect grammar (other than common misusages) Has short memory for material presented auditorily 10. Uses mostly short, simple sentences in oral language