Speech and Language Resources

2 to 3 Years

Has a word for almost everything

Uses two- or three-word phrases to talk about and ask for things

Uses k, g, f, t, d, and n sounds

Speaks in a way that is understood by family members and friends

Names objects to ask for them or to direct attention to them

3 to 4 Years

Hears you when you call from another room

Hears the television or radio at the same sound level as other family members

Answers simple “Who?” “What?” “Where?” and “Why?” questions

Talks about activities at daycare, preschool, or friends’ homes

Uses sentences with four or more words

Speaks easily without having to repeat syllables or words

4 to 5 Years

Pays attention to a short story and answers simple questions about it

Hears and understands most of what is said at home and in school

Uses sentences that give many details

Tells stories that stay on topic

Communicates easily with other children and adults

Says most sounds correctly except for a few (l, s, r, v, z, ch, sh, and th)

Uses rhyming words

Names some letters and numbers

Uses adult grammar

For more information see the link below:

Speech Language Pathology (SLP) Services in the School

SLP services in schools are provided to students who are eligible under IDEA through the disability identification of speech or language impaired. Additionally, SLP services may be a related service provided to students who are eligible under at least one other disability category, and the IEP team has determined that speech or language services are required for that student (34 CFR 300.34).

Special education is not a place, but an intensive intervention. Therefore, SLP services, like all other special education services, should be delivered in the students’ least restrictive environment (LRE) to the greatest extent possible. Each student’s unique communication needs must be considered by the IEP team to determine the most appropriate placement for the delivery of services. For this reason, SLP services may be provided along a continuum, which include indirect or consultative services, support within the general education setting, pull-out to a speech therapy room or other special education setting, co-teaching with classroom teachers and other support staff, community-based teaching, or serving students in the most restrictive settings, such as a residential facility.

Information from: www.tn.gov

Disabilities in Speech and/or Language

Students with communication impairments may have significant academic and social challenges due to the multitude of possible impacts from the communication deficit. Potential issues include:

• difficulty mastering early literacy skills,

• not understanding classroom directions,

• challenges engaging in meaningful classroom and peer discussions,

• trouble answering questions,

• disorganized stories or oral explanations,

• frequent grammatical errors when speaking,

• limited vocabulary, and

• challenges with peer relationships due to inappropriate social behaviors.

Speech or language impairments are both educational disability categories in Tennessee, for which eligibility standards have been established by federal and state rules. The department’s Speech or Language Impairment Evaluation Guidancecan be found on the special populations evaluation & eligibility web page.

Information from:

www.tn.gov