Communication disorders speech disorders language disorders language development

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.