Speech Impairments and Learning Disabilities

 Speech Impairments and Learning Disabilities

These problems are common for many students with disabilities. In fact the majority of students with learning disabilities and those with emotional or behavioral disorders also have co-occurring language impairment. Many of these students show similar developmental traits: as preschoolers their language development is delayed, by third grade their difficulties learning to read have signaled learning disabilities to their teachers, and throughout their schooling they struggle with most academic subjects that require mastery of skills related to the applications of language – reading, writing and oral communication.

Challenges: can affect how a person interacts with others in all kinds of settings and an influence an individual’s success in school, social situations, and employment

Speech: the vocal production of language

·         Speech Impairments; articulation disorders, fluency problems, voice problems

Language: a rule-based method of communication involving the comprehension and use of the signs and symbols by which ideas are represented

·         Language Impairments; phonology, morphology, semantics, pragmatics

Communication: the process of exchanging knowledge, ideas, opinions and feelings through the use of verbal or nonverbal language

STRATEGIES

Instructional supports

explicit language instruction

language sensitive environments

match language with the comprehension abilities of the students

 be responsive to students language needs by adjusting, modifying, and supplementing instruction

 supply examples relevant to students experiences and cultures

provide multiple examples to illustrate a point or explain a concept

Use specific referents

avoid indirect expressions

ask for clarification when a student uses non specific vocabulary

create opportunities for students to use new vocabulary and talk about concepts being learned

give students reasons to talk

encourage students to use new vocabulary words learned in class in other situations

when a student uses incorrect grammar or vocabulary, model the correct language

provide extended wait time for students who may be experiencing word retrieval difficulties

rephrase directions and instruction

repeat instructions if necessary

start with one step instructions and gradually build to multi step instructions

provide physical cues when giving instructions

have students partner

teach students to recognize when they do not understand something and how to verbalize it

allow students to ask questions

teach and practice how to interpret facial expressions and body language

teach scripted responses for certain social conventions

teach the importance of different communication styles expected by different people and when and how to use them

avoid using sarcasm

Use technology to help you

collaborate with speech language pathologists

Parents can:

Assist parents in implementing language learning lessons at home

Encourage family members to label or name objects in the home

suggest that simple words be used more often to describe the objects the child is playing with

encourage repetitions of correct productions of sounds

repeat the child’s error to help the child make a comparison

Maintain a language rich home environment

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