TeacherTalk4all 12/02/10

Early Detection Primary care professionals, such as doctors, nurses, and early childhood teachers, are often expected to identify children who may be at risk for a speech or language impairment.

Early Detection Cont.  Early detection and awareness is necessary since studies show that children are more likely to benefit from early detection and intervention. (Almost & Rosenbaum, 1998; Gibbard, Coglan, & MacDonald, 2004).  Detectors must keep in mind the wide range and severity of different speech disorders and delays.

Cause of Speech and Language Disorders  The cause of most speech disorders are usually unknown or unclear.  Some possible causes may include: ○ hearing loss ○ genetics ○ neurological disorders ○ brain injuries ○ intellectual disabilities ○ drug abuse ○ Or physical impairments such as a cleft lip or palate (Cole, 249).

Development is Uneven  Children’s command of their native sound system develops unevenly.  Sometimes children will find a particular sound especially difficult to master, even after they understand many words that employ that sound (Cole, 248).  Speech sounds, such as “l”, “r”, “m”, “b” “th” are examples of sounds children find difficult.

Phonological Awareness  In order for a child to be able to decode text, a child must be able to distinguish letters, as well as detect and manipulate phonemes.  Children who find it difficult to break words into syllables and phonemes orally have difficulty linking sounds and letters together (Cole 430).

Speech and Language Disorders  The difficulty in producing these different sounds or phonemes categorize the children who have a speech or language impairment.  They may say "see" when they mean "ski" or be unable to say the word at all.  The way sounds are formed or pronounced is called articulation.

Children with Speech Disorders in Schools  More than 1.4 million students served in the public schools’ special education programs were categorized as having a speech or language impairment (Twenty-sixth Annual Report to Congress, U.S. Department of Education, 2006).  Children with speech and language impairments are usually taken out of class for speech lessons or therapy.

Special Arrangements made for Children  Speech-language instructors assist children who have communication disorders in various ways. 1. They provide individual therapy for the child. 2. Consults with child’s teacher and parent. 3. Develop goals and techniques for effective learning and therapy.

Special Considerations for Teachers  Teachers should be sensitive to students with speech and language disorders.  Students will be taken out of class for speech lessons and miss material. The student may hate missing class but have no choice.  Students with speech disorders may not feel comfortable reading out loud or talking in front of the class.

Reading Out Loud  Students with speech disorders need to think of the placement of their tongue when speaking.  When reading out loud, the student may be focusing more on how to say what they are reading verse what they are actually reading.  Teachers should be aware of this when calling a student to read spontaneously.

Use of Technology  The use of technology can help children with extreme speech disorders or whose physical conditions make communication difficult.  The use of electronic communication systems allow nonspeaking people and people with severe physical disabilities to engage in the give and take of shared thought.

In conclusion, people must be sensitive to students who have a speech or language impairment. They can not help their disability.

Bibliography  Cole, Michael, Sheila R. Cole, and Cynthia Lightfoot. The Development of Children. New York: Worth,  Chmiliar, L. (2007). Perspectives on Assistive Technology: What Teachers, Health Professionals, and Speech and Language Pathologists Have to Say. Developmental Disabilities Bulletin, 35(1-2), Retrieved from ERIC database.  J. McCormack, S. McLeod, L. McAllister, and L. J. Harrison, (2010). My Speech Problem, Your Listening Problem, and My Frustration: The Experience of Living With Childhood Speech ImpairmentLang Speech Hear Serv Sch, 41(4): 379 – 392. Retrieved from ERIC database.  "Twenty-Sixth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, Introduction." U.S. Department of Education..