SPEECH AND

LANGUAGE
IMPAIRMENT
Speech and Language Impairment
• Are the most common of childhood disabilities.
• Is defined as a communication disorder such as shuttering,
impaired articulation , language impairment, or a voice
impairmen that adversely affects a child’s educational
performance.
• Defined as language disordee that delays the mastery of
language skills in children who have no hearing loss or other
developmental delays.
Types of Speech Language Disorder
• Articulation
- Speech impairments where the child produces sounds
incorrectly lisp, difficulty articulating certain sounds , such as “l”
or “r”);
• Fluency
- Speech impairments where a child’s flow of speech is disrupted
by sounds , syllables, and words that are repeated ,prolonged,
or avoided and where there may be silent blocks or
inappropriate inhalation , exhalation, or phonation patterns
• Voice
- Speech impairments where the child’s voice has an abnormal quality
to its pitch , resonance , or loudness; and language ,where the child has
problems expressing needs, ideas, or infromation , and/or in
understanding what others say.
There are four main indicator areas in an
individual with SLI
• First Area: Language
- Noticeably behind others students in speech and/or language skills
development, improper use of words and their meanings, inability to
express ideas, difficulties inunderstanding and/or using words in
context, both verblly and non-verbally , may hear or see a word but
not be able to understand its meaning.
• Second Area: Speech
- Trouble forming sounds(called articulation or phonological disorders) ,
difficulties with the pitch, volume, or quality of the voice, may display
shuttering(dsyfluency) ,an interruption in the flow of speech, omits or
substitutes sounds when pronouncing words, may have trouble getting
others to understand what they are trying to say, is echolalia(repeat
speech) .
• Third Area: Academics
- Hesitates or refuses to participate in activities where speaking is
required, has difficulty following directions. Must be “shown” what to
do, may isolate themselves from social situations.
- Is inattentive and has difficulty with concentration , and may be
embarrased by speech, regardless of age.
• Fourth Area: Physical
- May be conditions in the students medical/developmental
history,such as cleft lip and/or palate, cerebral palsy, muscular
dystrophy, brain injury or disorder, aphasia, hearing loss, eae surgery,
facial abnormalities, or congential(present birth) disorders, has
frequent allergy problems or colds.
Screening and Diagnosis
• Is a process of identifying a suspected disability and indicates the
potential needs for further assessment. Accordingly , the method that
primary care professionals use to diagnose impairment tend to be
(A). Comparison with other children of a similar age.
(B). Acknowledgement of parental concern.
(C). Completion of checklist of speexh and language milestones such as
having fewer than 50 words or not combining words at 24 months.
CAUSES of (SLI)
• Brain Damage
• Mental retardation
• Hearing loss
• Learning disabilities
• Autism
• Schizophrenia
• Cerebral palsy
• Cleft palate
• Vocal cord injury
• Accidents
Problems, Challenges and Struggles
• A. People with Special Learning Needs
- Children with SLI face different linguistic challenges throughout
childhood, such as increasingly abstract ideas presented in school
curriculum requiring advanced reasoning or complex social
interactions requiring interpretation of secondary or unspoken
meaning.
• B. Family
- Parents whose children also had behavioral problems more often
reported negative labeling than parents whose children did not.
The involvement of parents in stigmatizing processes had been
consodered only rarely.
• C. Teachers
- Challenged teachers and speech therapists on how to deal with
learners with communication disorders.He said that pupils with
communication disorders should be assisted by speech therapists in the
classroom.
Teachers following tips may be helpful in
the exclusive setting
1. Showing understanding patience,and acceptance.
2. Provision of extra time to answer questions.
3. Encouragement of speech practice by having one on one
conversations with the student about his or her interests.
4. Keeping lectures clear, simple, pronounced, and in proper language
syntax.
5. Making eye contact with the student when listening and speaking.
6. Repeating mispronounced phrases properly as a question so it does
not seem like criticism.
7. Never mimicking a child with a speech disorder,
8. Not avoiding calling on children with language development
problems.
9. Making sure the student speaks in front ofvthr class, answers a
question,etc. atleast one per day.
10. Setting up practice verbal skills, sessions between pairs od students
where they red aloud, work on a problem orally, or play games that
encourage speech.
11. Not tolerating teasing or bullying by other students.
12. Not pointing out communication disorders to others in the class
13. Keeping the classroom environment relaxed and organized.