Speech and Language Impairment Brochure

by bethmonika
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Speech and Language Impairment Brochure

Speech and Language Impairment

"Speech or language impairment means a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversly affects a child's educational performance" As stated in IDEA 2004

In layman's terms it means someone who cannot speak or understand language as well as their peers.

Prevalence -9% of young children with speech impairments-5% of first graders with speech impairments-In 2012, over 1 million 6-21 year old with speech or language impairments-In 2013, 342,000 pre-schoolers identified with speech and language impairments-18.5% of children receiving special education

Here are some signs that a child may have a speech or language impairment: -mispronounces sounds and words -omits endings like 'ed' or the plural 's' -omitis unemphasized words like prepositions -difficulty following directions -difficulty answering questions -long pauses indicative of confusion or searching for a response -comments are off topic or inappropriate -incorrect grammar or syntax

Warning Signs

Recommended Strategies1.Use visual cues to reinforce verbal language.2.Give clear, precise instruc- tion.3.Plan seating arrangement to minimize distraction.4.Make sure you have the student's attention before giving instruction.5.Pre-teach material to re- inforce information.

Works cited:Assessment and Evaluation of Speech-Language Disorders in Schools. American Speech-Language-Hearing Association (2015). Retrieved September 18, 2015.Gargiulo, Richard M. (2015). Special Education In Contemporary Society 5e. California: Sage Publications, Inc.Statistics on Voice, Speech, and Language. National Institute on Deafness and other Communication Disorders. (2015). Retrieved September 18, 2015.Speech or Language Impairments. Minnesota Department of Education. (2015). Retrieved September 18, 2015.

Children are only identified as having a speech and language impairment as long as it is not secondary to a primary disability.

Key to success:Early diagnosis and well-designed intervention!



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