Post on 22-Dec-2015
Students with Speech and Language Disorders
Chapter 9
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Development of the Field Early work (early 19th c.) with individuals
who were deaf and those who stuttered First U.S. textbook published in 1802 Organizations for speech therapists
developed in the early 1900s Early speech therapy focused on
production of speech Current stress is on communication
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IDEA Definition of Speech or Language Impairment
…a communication disorder such as stuttering, impaired articulation, language impairment, or a voice impairment that adversely affects a child’s educational performance.
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Communication The exchange of information and knowledge
among participants Requires a message, a sender, a receiver, and
a channel Communication requires interaction between
the sender and the receiver
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Language
The system of symbols that individuals use for communication
Expressive Language
Receptive Language
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5 Components of Language
Phonology
Morphology
Syntax
Form
Semantics
Content
Pragmatics
Function
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Language Disorders
Central Auditory Processing Disorder
Specific language impairment
Language delay
Aphasia
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Dimensions of Speech Voice
Pitch, intensity, quality
Resonance Articulation Fluency
Speech disorders can occur in all of these areas
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Prevalence
19% of all students receiving special education
Slightly more boys than girls Does not include students who receive
speech and language therapy as a related service
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Causes of Speech and Language Disorders
Biological causes Physical causes Emotional causes Brain injury Heredity
Environmental causes Neglect or abuse Poverty,
malnutrition
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Cognitive and Academic Characteristics
Problems occur across the entire range of cognitive abilities
Problems may affect a student’s learning High risk of reading difficulties for
students with speech and language delays
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Social/Emotional Characteristics
Students may have low self-esteem
Students may experience social isolation
Students may develop behavior problems
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Speech Assessments
Formal tests of articulation
Spontaneous language samples
Developmental history
Examination of mouth, teeth, palate
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Language Assessments
Formal and informal assessments Samples of student’s written schoolwork Observations Precautions necessary when assessing
students whose first language is not English
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Early Childhood Education
Most critical time for speech and language development
Early intervention is very important Services may occur through a pullout model
or in the context of a preschool or kindergarten setting
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Elementary and Secondary Education
Most students spend the majority of the day in regular classrooms
Indirect services are provided to teachers Direct services are provided to students Inclusive practices should be standard Collaboration between teachers and
therapists is essential
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Communication and Technology
Augmentative and alternative communication (AAC) Unaided – sign language Aided – depends on equipment or
materials Communication board Computer with speech processor Word prediction software
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Issues Which Affect the Field
Identifying and addressing speech and language disorders in a multicultural society
Identifying and working with students with Central Auditory Processing Disorder