Special education.

1. Unit 3: Communication
Disorders
COURSE CODE: 3604
PRESENTER: SHAMAILA HAMID

2. Communication Disorder and Delays
 Communication Disorders:
 Is a broad term that encompasses any impairment in the
ability to receive, send , process and comprehend concepts,
verbal or non-verbal. These may range in severity from mild
to profound.
 Communication Delays:
 Refers to quantitative delay in meeting certain age-specific
developmental milestones for communication.

3. Abilities needed for Speech
• (1) Motor Ability:
This included all vocal mechanism, nerves and
muscles.
• (2) Mental Maturity:
Words selection use if not due to lack of
knowledge and understanding.

4. Types of Language Skills
(a) Receptive Language:
• It includes understanding.
• It includes reading.
(b) Expressive Language:
• It includes speaking.
• It includes writing.

5. Types of Communication Disorders
 Hearing Disorders
 Impairment of the auditory system (mechanical and neurological
element of the ear and brain involved in hearing).
 Language Disorders
 Involve impaired comprehension and/or use of spoken, written, and /or
symbol sounds. The disorder may involve in three forms.
1. The form of language
2. Content (semantics)
3. Function of language (pragmatics)

6. 1. Form of Language
• Phonology : is the sound system of spoken language
• Morphology : is the system that governs the
structure of words and construction of word forms
• Syntax: is the system governing the order &
combination of words to make phrases and
sentences

7. 2. Content of Language
•Semantics: is the system that governs the
meaning of words and sentences

8. 3. Pragmatics
 Pragmatics is the system that combines all other
language components in functional use of language

9.  Speech Disorders
 Are the most common reasons for receiving speech/ language
therapy.
 Types
Articulation Disorders (Atypical production of speech sounds).
Fluency Disorders (interruption in the flow of speech,
including abnormal rate, rhythm, unintentional repeating)
Voice Disorders (abnormal production of vocal quality, pitch
loudness)

10. Fluency Disorders
 Stuttering, the most common fluency disorder, is an interruption in the
flow of speaking characterized by specific types of disfluencies, including
 repetitions of sounds, syllables, and monosyllabic words (e.g., “Look
at the b-b-baby,” “Let’s go out-out-out”); prolongations of consonants
when it isn’t for emphasis (e.g., “Ssssssssometimes we stay home”)
 Cluttering, another fluency disorder, is characterized by a perceived rapid
and/or irregular speech rate, atypical pauses.
 deletion and/or collapsing of syllables (e.g., “I wanwatevision”),

11. Voice Disorders
 Sound rough or harsh (hoarseness)
 Sound strained or choppy.
 Be weak, whispery, or breathy.
 Cause: problem in vocal cords

12. Articulation Disorders
 SUBSTITUTION
 occurs when a sound is substituted for one they can not make yet. i.e. wed-red, or
fumb-thumb.
 OMISSION
 occurs when a sound is left out that is too hard. i.e. ed-red.
 DISTORTION
 occurs when the sound is not left out or substituted but does not sound right.
There is an attempt to make the sound but it is misarticulated.
 ADDITION
 occurs when an extra sound is added. i.e. galue-glue.

13. Causes of Articulation Disorders
 Functional / Organic
 Hearing loss
 History of otitis media during first years of life
 Speech sound perception and discrimination problem
 Tooth alignment
 Impaired oral/motor skills
 Eating problems
 Tongue thrust swallow after 6 years of age
 Mental retardation
 Language problems
 Reading problems
 Family history

14.  Developmental Impairment
 Language –learning Disabilities
 Dysarthria (caused by disturbance of muscular control)
 Apraxia (s a speech disorder in which a child's brain has difficulty
coordinating the complex oral movements needed to create sounds)
 Cleft Palate

15. Assessment of Articulation Disorders
 First step is to gather medical, developmental and educational history.
 Testing Speech sound inventory (list of sounds client can produce, syllable
position, word position)
 Syllable and Word shape inventory (C,V,VC, CV, VCC,VCC
 Formal Screening
 Single word articulation
 Often part of a more detailed test
 Informal Screening
 Name , count 10 10
 Talk about TV or mobile game

16.  Identification of errors
 Substitution (Replace one sound with another sound. Examples:
“wed” for “red,”)
 Omission (Omit a sound in a word. “p ay the piano” for “play the
piano”)
 Distortion (“sun” (lisped—sounds “slushy”) for “sun”)
 Addition (“doguh,” for “dog” )

17. THANK YOU