Speech or Language Impairment (SoL)

Types of Speech or Language Impairment (SoL)

• Articulation - Atypical production of speech sounds characterized by:

  • • Apraxia of speech.

    • Dysarthria.

    • Language impairments.

    • Substitutions, distortions, additions, or omissions that interfere with intelligibility of speech.

• Phonological disorder - An impairment in the student's communication system to orally sequence sounds in words, phrases and sentences.

  • • these students will have a delay in phonological awareness such as rhyming, sound segmentation and sound blending

• Voice disorder - The absence of voice or presence of abnormal quality, pitch, resonance, loudness, or duration of phonation.

  • • Caused by:

1) changes in voice mechanisms (voice nodules/larynx structure)

2) problems with central or peripheral nervous systems

3) misuse of voice mechanisms

• Fluency disorder - Deviations in the continuity, smoothness, rhythm, or effort in spoken communication.

  • Examples:

1) Most common is stuttering.

2) Cluttering, which is speaking at a rapid or irregular rate.

• Oral language - A discrepancy of 1.5 standard deviations between the student’s estimated cognitive level and performance on at least two standardized measures in the areas of semantics, grammar, or both.

  • Language conditions: The breakdown in communication as characterized by problems in understanding or in using spoken language. These include:

  • Morphology – The system that governs the internal structure of words and construction of word forms.

  • Syntax – The system governing the order and combination of words to form sentences and the relationships among the elements in a sentence.

  • Semantics – The system that governs the meanings of words and sentences.

• Dysphonia.

• IDEA defines speech and language impairments as "communication disorders that affect a child’s articulation, speech fluency, language, or voice resonance."

• Team (speech language pathologist) must do multidisciplinary assessments to assess each area of speech and language concern to determine if a student will qualify

  • Other assessments my include of intelligence, academic achievement, and functional behavior.

Clarifications for Speech or Language Disability:

• This pertains to students who have significant difficulties with the oral communication system.

• In order for a speech or language impairment to be considered a disability, it MUST have an adverse effect on progress in the general education curriculum.

• Speech or language skills that are dialectal, cultural, or ethnic in nature are NOT a disability.

These are examples of different ways one could be assessed:

• • Standardized testing.

  • Play assessment/observation.

  • Language sample.

  • Dynamic assessment.

  • Narrative retell.

  • Criterion referenced tests.

  • Curriculum-based measures.

• Rating scales or checklists.

• Medical, developmental, or social history.

• Parent or teacher interview/reports.

If a student could possibly have an Articulation and/or phonological disorder these are what could be used.

• Articulation test.

• Test of phonological skills.

• Objective analysis of intelligibility.

• Input and interview of other listeners (e.g., teachers, parents, peer, etc.).

• Observation in the natural setting.

If a student could possibly have a voice disorder these are what could be used.

• Rating scales or checklists.

• Record review.

• Observation in the natural setting.

• Interviews.

• Medical history.

If a student could possibly have a fluency disorder these are what could be used.

• Rating scales or checklists.

• Record review.

• Speech sample.

• Observation in the natural setting.

• Interviews.

• Developmental history.

If a student could possibly have an oral language disorder these are what could be used.

• Standardized tests.

• Rating scales or checklists.

• Record review.

• Lanugage sample.

• Observation in the natural setting.

• Interviews.

• Developmental history.

• Speech-language therapy with a speech-language pathologist (SLP).

  • Direct therapies for speech and language impairments may be outside a special education teacher’s area of expertise.

  • All professionals must minimize negative emotional reactions related to stuttering and other issues.

  • Some speech and stuttering modification strategies used to improve speech fluency include: rate control, prolonged syllables, light articulator contact, using appropriate pausing, reducing physical tension.

• Assistive technology (AT), such as:

  • Electronic communication systems.

  • Other communication devices.

• Sometimes direct social skill instruction helps students to learn appropriate language uses in social and academic situations.

• Meet with student early in the school year to discuss their communication styles and how they can best function in the classroom.

• Seating accommodations, if needed.

• Assistive devices, if needed.

• Allow student time to speak and express his or her thought without interruption.

• Giving additional time to complete assignments or make up work.

• Substituting written papers or projects for oral presentations, or allowing the student to demonstrate learning one-on-one with teacher.

• Reviewing the IEP or 504, if the student has one, and working with the speech-language pathologist (SLP) to facilitate communication and learning in the classroom.

All documentation should clearly state how ALL data:

• leads to the determination of student’s ability level.

• leads to the conclusion of a significant speech disability that is NOT equivalent with the student’s other developmental or cognitive abilities.

• leads to the conclusion of the speech or language disability adversely affecting the student’s performance in the educational setting or natural environment.

Teams should explain how the speech-or-language impairment is adversely affecting the student’s performance in the educational setting or natural environment.

1. Connect the student’s performance and needs to the eligibility category selected.

   • Summarize findings with a concluding statement that connects the disability with the impact on education and the need for special education.

2. Determine and identify the specially designed instruction needed to make progress in the general education curriculum (Specially designed instruction means that the student must have adapted content, methodology or delivery of instruction.)

   • Describe the nature and extent of the student’s need for specially designed instruction. What does the student need in the areas of instruction, curriculum, and/or environment?

   • Identify the instructional strategies, accommodations, and modifications that the student needs to be involved in and progress in the general education curriculum.

Identify the specific challenges because of the disability (Speech or Language Impairment)

1. What are the unique difficulties or challenges the student is experiencing because of the speech or language disability?

2. Is academic learning affected?

3. Is communication affected?

4. Is independent functioning affected?

5. Are social/emotional interactions affected?

6. In what ways are the defined areas affected?