Children with speech and language disorders have difficulties with both receptive and expressive language. They have problems understanding spoken communication and expressing ideas orally, through sign language, or in writing. Specifically, they may struggle to follow directions, use words properly, convey thoughts, respond to questions, recall information, and perform abstract tasks. Speech and language disorders can be caused by other disabilities and negatively impact cognitive and social development. Assessment of these disorders involves screening, formal evaluation using tests, and determining delays compared to typical language milestones. Educational programs for children with speech disorders focus on inclusion in regular classrooms with teacher support and accommodations to address their specific needs.

1. LEARNING AND
BEHAVIOR
CHARACTERIST
ICS

2. Children with speech and language disorders
have problems in receptive and expressive language.
They have difficulties in understanding what is
meant by spoken communication as shown in inability
to follow directions, improper use of words, difficulty
in expressing ideas in oral, signed or written forms,
inappropriate grammatical patterns, and minimal
vocabulary.
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3. 1.RECEPTIVE
LANGUAGE
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Children with receptive language
deficit have difficulty in
communicating their ideas as shown
in the inability to express or
verbalize their thoughts, respond to
questions, retain and retrieve or
recall information and difficulties in
activities that require abstraction.
activities that require abstraction.

4. 2. EXPRESSIVE LANGUAGE
DEFICIT
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The areas of deficit in
expressive language include
difficulties in grammar,
syntax, fluency; and
vocabulary.
There are instances when a child has a better
receptive than expressive skills.

5. × Speech and language disorders are secondary
to disabilities such as ADHD, learning
disabilities, autism, schrizophrenia, cerebral
palsy, cleft palate and other disorders of the
palate, vocal cord injury, and Gilles de la
Tourette syndrome.
× Speech and language disorder negatively
affect cognitive functioning
× Difficulty in carrying on a conversation
affects social interaction.
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6. ASSESSME
NT
PROCEDUR
ES

7. 1. PRE – REFERRAL
INTERVENTION
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• Teachers in regular classes, parents, classmates and
other people who communicate with the child regularly
report the student who is suspected to have speech
and language disorders to the school principal.
• The special education teacher conducts the
screening process by using a “Checklist of
Characteristics of Children with Speech and Language
Disorders.
•The findings are compared to the normal
characteristics of speech and language development
indicated in the “Milestones on Language
Development” to determine delays tentatively.

8. 2. MULTIFACTORED
EVALUATION
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• Ideally, formal evaluation must done by speech pathologist.
While there are a few professionals in this field in the
Philippines, their services are often inaccessible to students
in public school. Thus, the special education teacher are
called to administer several assessment tools to determine
the presence of speech and language disorder.
• An effective language assessment is done carefully,
thoroughly and carefully.
•Some of the widely used speech and language tests in the
United States are Pearbody Picture Vocabulary Test, Boehm
Test of Basic Concepts and etc.

9. EDUCATION
AL
PROGRAMS

10. In line with the practice of inclusive education, the child with
speech and language disorders is kept in the regular
classroom as much as possible.
Inclusion encourages immediate intervention, as the teacher
corrects the child’s mispronunciation.
The American Speech-Language-Hearing Association
offers some suggestioons for the regular
teacher(Garigulo,2003) in an inclusive class and for the
special education teacher as well:
× Introduce changes in the home and school setting
especially if the child has central authority
processing problems.
× Reduce external visual and auditory distractions.
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