This document defines and describes speech and language impairments. It discusses four main areas that can be impaired: articulation, fluency, voice, and language. Specific characteristics of speech disorders include difficulties producing sounds, flow of speech disruptions, and voice quality issues. Language disorders involve problems with word usage, expressing ideas, grammar, and vocabulary. The document provides strategies for supporting students with speech or language impairments, such as patience, modeling good listening skills, and practicing difficult words. It also lists resources for further information.

1. SPEECH and LANGUAGE
IMPAIRMEN[T
Definition
o There are many kinds of speech and language disorders that can affect children. In this fact sheet,
we'll talk about four major areas in which these impairments occur. These are the areas of:
o Articulation I speech impairments where the child produces sounds incorrectly (e.g., lisp,
difficulty articulating certain sounds, such as "1" or'oroo);
o Fluency I speech impairments where a child's flow of speech is disrupted by sounds,
syllables, and words that are repeated, prolonged, or avoided and where there may be silent
blocks or inappropriate inhalation, exhalation, or phonation patterns;
o Voice I speech impairments where the child's voice has an abnormal quality to its pitch,
resonance, or loudness; and
o Language I language impairments where the child has problems expressing needs, ideas, or
information, and/or in understanding what others say. (1)
. Specific words in IDEA
o "(11) Speech or language impairment means a communication disorder, such as stuttering,
impaired articulation, a language impairment, or a voice impairment, that adversely affects a
child's educational performance." [34 CFR $300.8(cX11]
Characteristics
o A child's communication is considered delayed when the child is noticeably behind his or her peers
in the acquisition of speech and/or language skills. Speech disorders'refer to difficulties producing
speech sounds or problems with voice quality. Characteristics may include:
o intemrption in the flow or rhythm of speech such as stirttering (known as dysfluency);
o trouble forming sounds (called articulation or phonological disorders);
o difficulties with the pitch, volume, or quality of the voice;
o trouble using some speech sounds, such as saying "see" when they mean "ski."
o A language disorder is an impairment in the ability to understand and/or use words in context, both
verbally and nonverbally. Characteristics include :
o improper use of words and their meanings;
o inability to express ideas;
o inappropriate grammatical patterns;
o reduced vocabulary and inability to follow directions

2. Strategies
r Patience, patience, patience
o Accepting and accommodating an individual's speech and individual insfruction
o Encourage the student to participate in classroom activities, giving her adequate time to speak.
o Create an environment of acceptance and understanding in the classroom, and encourage peers to
accept the student with speech impairment
o Practice and maintain easy and effective communication skills:
o model good listening skills,
o facilitate participate of all students in discussion and activites
. Speak to the student as you would with any other student.
o Do not intemrpt or try to complete her thoughts. Ask her to repeat her message when necessary;
do not feign understanding.
o When introducing new vocabulary, help the student practice difficult words. Dividing words into
syllables and pronouncing each syllable will improve speech, reading and writing.
o Using many different listening activities will also aid the student in comprehending and
determining her own production of sounds.
o Have the student answer'!es" or "no."
Resources
Definitions
o http/idQil..ect. goy/explo{e/v:iew/p/.rpot"rcgs.3 0OA",3 007025 2E8,
o http ://nichgy.o:rg/disab il itJlspgc_ifi c/speechlanguagq
Characteristics
o http://www.ci.maryville.tn.us/:mhs/MCSSped/speechlang.htm
Strategies
o www.ataccess.org
o w$nil,asha-o-r.g
I www.p.rojectidealonlitle.org
o http :{www.b;ightltubeducation com/spepial-edu-gation/
Christopher Baer, Laura Varela, Perrine Voisin