Students with communication disorders may have impairments in speech, language, or both. Speech involves the physical production of language through respiration, voicing, resonance, and articulation, while language refers to the system of symbols used to communicate. Characteristics of students with language disorders can include problems with phonology, morphology, semantics, or pragmatics. Students with speech disorders may have difficulties with voice, articulation, or fluency. Speech-language pathologists identify communication disorders through standardized tests, observations, interviews, and language samples. General education teachers should collaborate with other professionals, involve families, encourage peer interaction, model correct speech, and provide a motivating learning environment for students with communication disorders.

1. CHARACTERISTICS OF
STUDENT WITH
COMMUNICATION
DISORDERS

2. WHAT IS COMMUNICATION?
• Communication is the process by which one
individual expresses ideas, feelings, opinions, or
messages to others and receives and understands
ideas, feelings, opinions, or messages from others.
• Language is a rule-governed system of arbitrary
symbols that stand for meaning.
• Speech is the physical production of that system.

3. WHAT ARE THE FOUR SPEECH SYSTEMS?
• Respiration - the breathing that supports speech
• Voicing - the sound powered by the vocal
folds/chords
• Resonance - the means by which sound is changed as
it travels through the cavities of the neck and head
• Articulation - the formation of speech sounds by the
lips, tongue, and other structures

4. WHAT IS THE IDEA 0F DEFINITION?
• A speech or language impairment is a
communication disorder, such as
stuttering, impaired articulation, a
language impairment, or a voice
impairment, which adversely affects a
child’s educational performance.

5. WHAT IS DEFINITION OF COMMUNICATION
DISORDERS?
• A speech disorder is an impairment of the
articulation of speech sound, fluency, or voice.
• A language disorder is an impairment or the deviant
development of comprehension and/or use of a
spoken, written, and/or other symbol system. It may
involve 1) the form of language, 2) the content of
language, and/or 3) the function of language in
communication in any combination.

6. WHAT IS A
SECONDARY LANGUAGE DISORDER?
• Some children may have difficulty
learning and using spoken language as a
result of another disability, such as an
intellectual disability, an emotional or
behavioral disorder, a learning disability,
or an autism spectrum disorder.

7. WHAT ARE THE CAUSES OF
COMMUNICATION DISORDERS?
• Language Disorders
• Functional and nonorganic
• Biological
• Environmental factors can increase risk.
• Speech Disorders
• Structural malformations in or around the mouth
• Functional causes
• Interacting organic and functional
• Neurological damage and psychological factors

8. WHAT ARE POSSIBLE CHARACTERISTICS OF
STUDENTS WITH LANGUAGE DISORDERS?
• Primary Language Disorder
• Problems with one or several components of
language
• Phonological disorder – using phonological
processes, rules that simplify adult speech forms,
beyond the normal period of using these
processes
• Morphological disorder – omission or misuse of
specific morphemes beyond the normal age to do
so

9. WHAT ARE POSSIBLE CHARACTERISTICS OF
STUDENTS WITH LANGUAGE DISORDERS?
• Semantic Disorder – difficulties in vocabulary,
retrieving a word when it is needed, or multiple
meanings and figurative language
• Pragmatics disorder – significant difficulties
fitting into social settings due to difficulties in
language use
• Secondary Language Disorder - generally influenced
by cognitive abilities or by the underlying syndrome

10. WHAT ARE POSSIBLE CHARACTERISTICS OF
STUDENTS WITH SPEECH DISORDERS?
• A voice disorder is the atypical production of voice
quality, pitch, and/or loudness.
• An articulation disorder is the atypical production
of speech sounds.
• A fluency disorder is the atypical flow of verbal
expression, characterized by impaired rate and
rhythm, such as stuttering.

11. HOW ARE STUDENTS WITH LANGUAGE
DISORDERS IDENTIFIED?
• Speech-language pathologists (SLP) rely on
standardized, norm-referenced tests etc.
• A family history
• Observational checklists and teacher reports
• Interviews with the student, as appropriate
• Language sample, which is an analysis made of
elicited conversational speech

12. HOW ARE STUDENTS WITH SPEECH
DISORDERS IDENTIFIED?
• Articulation test – the evaluation of child’s ability to
produce speech sounds in isolation, words,
sentences, and spontaneous speech
• Fluency evaluation
• Voice evaluation
• Hearing test
• Case history
• Samples of the child’s work

13. WHAT ARE CONSIDERATIONS FOR THE
INSTRUCTIONAL ENVIRONMENT?
• Provide space
• Clearly define areas
• Vary materials
• Present authentic settings
• Encourage interaction and communication
• Plan for heterogeneous groupings
• Implement community instruction

14. WHAT TYPES OF INSTRUCTIONAL
TECHNOLOGY CAN BE USED?
• Augmentative and alternative communication
• Picture or word boards
• Voice output communication

15. WHAT ARE SOME CONSIDERATIONS FOR THE
GENERAL EDUCATION TEACHER?
• Most students with speech/language disorders are served in
general education classrooms.
• Collaboration with other professionals is key.
• Involve families.
• Encourage peer interaction.
• Model correct speech.
• Provide a motivating environment.