typical development speech and speech disorders language and language disorders communication disorders and Intellectual disability Issues of importance

1. Issues of Importance in Perspective of Speech and Language
Disorders focusing Intellectual Disabilities
Presented by: Muhammad usman

2. Typical development of speech and language
 At birth babies cry, coo and smile.
 Up to one year a child begin to babble short and long sounds and use non-
crying sounds to get and keep attention
 An infant’s first words are produced around 12 months which are
supplemented by more words every month.
 At 2-3 years of age a child has a word for almost every thing. And his
speech is understood by familiar listeners.
 At 3-4 years of age he/she uses a lot of sentences that have 4 or more
words and talks easily without repeating syllables or words.

3. What are Speech Disorders
 Speech is the production of individual sounds put together to form words.
Speech disorders are caused by problems in making sounds correctly.
 These are most frequently due to
1) Articulation difficulties—not making the sound in the proper area or
movements of the oral mechanism (tongue, lips, teeth, jaw)
2) Phonological processing disorders—not learning the rules about which
sounds go together in specific positions.
3) Resonance disorders—atypical amounts of nasality or structural
anomalies such as a deviated septum

4. What are Language Disorders
 Language is a combination of symbols used to convey ideas (Expressive
Language) and to understand other(Receptive Language).
 If a child has difficulty in expressing ideas or needs, confuse pronouns, use
general words instead of specific words, and if they are reluctant to talk or
become easily frustrated this may signal an Expressive Language Disorder.
 When a child frequently has problems following directions and understanding
what others are saying this may be an indication of Receptive Language
Disorder.

5. Intellectual Disability as Comorbid Condition
 Intellectual Disability is defined as a disability characterized by significant
limitations both in;
a) Intellectual functioning (such as learning, reasoning, and problem solving)
b) Adaptive behaviour (covers many everyday social and practical skills
including language )
 These limitations originates before the age of 18.

6. Implications of IDs for SLDs
 Children with an intellectual disability exhibit delays in language
development
 Children and adults with an intellectual disability may need assistance
with:
a) Following and understanding directions.
b) Using and understanding spoken and written language.
c) Learning new information.
d) Understanding detailed information.
e) Completing tasks/documents.

7. Prevalence
 Roughly five percent of all youth, less than twenty-one years, has
speech or language impairments (Turnbull, et al., 2004).
 In real terms, every school classroom will have two or three children
who have some form of Speech and Language Disorders.
 In addition children with language delay can be as many as 1 in 2 in
some primary school classrooms.
 It is, therefore, a challenge for school staff to recognise children’s
communication needs and to respond appropriately.

8. Heterogeneity
 There is considerable variation of need within this group of children.
 SLCN can present in different guises and therefore are not always easy
to understand or to manage.
 Which results in a variation of need within the educational context.
with some children, for example, with word finding deficits, others
having difficulty following complex directions.
 In an inclusive setting it is always demanding on part of a mainstream
teacher to address each individual pupil’s needs effectively

9. Classroom Issues
 Children with speech and language disorders have a harder time in the
classroom than children without speech and language disorders.
 They may struggle to express themselves & to understand what is being said.
 Their Learning vocabulary has been identified as one of the most significant
difficulties.
 They lack the ability and confidence to ask questions for provoking and
shaping new thinking.
 Children are more likely to do well at school when the nature of their SLCN
are recognised and understood.

10. Staff competency
 Staff in mainstream schools may have limited awareness of SLCN.
 Teachers need expertise and support to make adjustments and adaptations
to their teaching practices.
 Many express their anxiety and lack of knowledge in being able to
support.
 The lack of skilled and knowledgeable workforce, who know about
speech, language and communication, learning, curriculum and the
interaction between all of those elements, is a major issue in addressing
SLCN.

11. Learning Issues
 All children with a SLCN are at risk of having difficulty with some
aspect of learning to read and write Difficulties
 They have to learn in an environment where the medium for learning
is their major weakness.
 There is a link between language and literacy for the development of
reading comprehension, which is the foundation of understanding for
many areas of the curriculum.
 Without the ability to understand and produce written language, much
of the curriculum is inaccessible.

12. Issues in Social development
 For children with SLCN, making and maintaining friendships can be
a real challenge.
 Children with SLCN show withdrawn social interaction styles,
which means they are less likely to initiate conversation.
 Because these skills are necessary for team games and group
activities. They play alone and are less liked by others in their class.
 SLCN can have a devastating effect on interpersonal relationships,
within the family, with peers and in the longer term.

13. Emotional and behavioural Issues
 Children with SLCN are more likely to have behavioural difficulties
than their peers and these problems can increase with age
 Children with SLCN often show a behaviour that is seen as poor, in
reaction to situations that could be easily resolved through language.
 Unfortunately, often the behaviour of children is seen as the
difficulty and the underlying language difficulties can seem less
important or can be missed completely.