Some learners have difficulty communicating either verbally expressing ideas and needs or understanding what others say, which is known as a communication difficulty. Communication difficulties can include limited or unclear speech, difficulty saying or understanding words, and problems interacting socially. Specialists determine if a learner has a speech or language problem by taking a case history, testing hearing, assessing articulation skills, and evaluating language development, vocabulary, and language use through formal tests and natural observations. Communication difficulties are often first noticed by family, teachers, and caregivers and can negatively impact a child's academic performance if left untreated.

1. LEARNERS
WITH
DIFFICULTY
COMMUNICATI
NG

2. Some learners are
observed to have
difficulty communicating,
either verbally
expressing their ideas
and needs and/ or in
understanding what
others are saying.
What is communication difficulty?
Speech, language and communication
underpins everything that we do –
from making ourselves heard and
expressing our opinions to interacting
with and understanding the world
around us.
People with communication difficulties may:
• have little or no speech or speech that is
difficult to understand
• have difficulty saying or generating words
or sentences
• have difficulty understanding what other
people are saying
• have difficulty knowing how to interact
socially with other people
• find it hard to fully access learning
opportunities at school or college

3. Speech Impairments
• are communication disorders such
as stuttering, impaired articulation,
and language or voice impairments.
• Such disorders are significant
enough that they can adversely
affect a student’s academic
performance.
Others:
A speech impediment happens
when your child’s mouth, jaw, tongue and
vocal tract can’t work together to produce
recognizable words. Left untreated, a speech
impediment can make it difficult for children
to learn to read and write. Speech therapy
can make a significant difference for children
whose speech impediment isn't related to
other conditions.
four basic types of speech impairments
Speech Impairment Description Examples
Articulation disorder
A child is unable to produce a given
sound physically. Severe articulation
disorder may render a child’s speech
unintelligible.
“ I want a blue lollipop”
“ I want a boo wowipop”
“ Can I get three bananas?”
“ Can I et tee nanas?”
Phonological
disorder
A child produces multiple patterns of
sound errors with obvious
impairment of intelligibility.
“ That pie is good”
“ Cat bye is tood”
Fluency
Disorder
Difficulty with the rhythm with the
timing of speech.
Blocks:
“ I want a … banana.”
(Blocks)
Prolongations
“ Iwaaaant a bbanana.”
Repetitions
“ I want a ba-ba-ba- banana.”
Voice
Disorder
Problems with the quality or use of
one’s voice resulting from disorders
of the larynx.
Phonation disorder
(breathiness, hoarseness)
Hypernasality
Hyponasality

4. Language Disorders
involved problems in one or more of the five
components of language and are often
classified as expressive or receptive.
Different types of language
disorder:
1) Expressive language disorder
– interferes with the production of
language.
– A child may have very limited
vocabulary that impacts
communication skills or misuses
words and phrases in sentences.
2) Receptive language disorder
– interferes with the understanding of
language.
– A child may have difficulty understanding
spoken sentences or following the
directions a teacher gives.
– Some children may be found to have a
combination of receptive and expressive
language disorder
A. Identification
• Communication difficulty is
oftentimes one of the most
common red flags observed
by family members, daycare
workers, and early childhood
teachers.

5. How do specialists determine a speech
and/ or oral language problem?
Component
Case history and
physical
examination
• Assessment always begins with the case history that
provides the specialist the necessary background about
the child’s birth and developmental history, health
records, achievement test scores, and adjustment in
school.
Hearing • Hearing is tested to determine whether an
organic hearing problem is the cause of the
suspected communication disorder, as discussed
in the [previous section.
Articulation • A child‘s articulation skills are assessed,
which includes
identifying speech errors

6. Phonological
awareness and
processing
• Phonological awareness and processing skills provide the
foundation for beginning to read in young children (Adam
2013).
Overall language
development
and vocabulary
• Formal tests may be used to measure a child’s overall
language development and vocabulary as these affect how well a child is
able to understand and use language in spontaneous speech and in
academic settings.
Assessment of
all language
function
• Language is used to serve several functions such
as to
request, name, imitate, ask, and converse among
others.
Language
samples and
observation in
natural settings
• Language difficulties may also be identified through playbased,
authentic assessment where a specialist plays with a child during which
spontaneous speech and verbalizations can be elicited.