A Speech/Language Impairment is a communication disorder such as stuttering (fluency), a language impairment, impaired articulation, or voice disorder that adversely affects a student's educational performance. Speech and Language services cannot be determined on the basis of having a primary language other than English or a language difference.
Documentation the student exhibits one or more of the following communication disorders:
1) Language - a student with a language impairment exhibits:
a) language abilities significantly below expected language performance for the student's chronological age, cognitive stage of development, gender or cultural/social background; and
b) a language quotient of 77 or less and/or at least ) .5 standard deviations below the mean, or a significant discrepancy between language and nonverbal reasoning: or
c) a severe deficit in receptive, expressive or pragmatic language which prevents appropriate communication in school and/or social situations as measured by formal and/or informal diagnostic procedures.
2) Articulation - a student exhibits an articulation impairment when:
a) intelligibility due to speech sound errors is below the expected performance levels for the student's chronological age, cognitive stage of development, gender, or cultural/social background: and
b) application of development norms and severity ratings from diagnostic tests verify speech sounds that may not develop without intervention.
3) Fluency - a student exhibits a fluency impairment when:
a) interruptions or dysfluencies in one or more speaking situations is inconsistent with normal patterns of fluency: and
b) interpretation of evaluation data verifies the existence of a fluency impairment.
4) Voice - student exhibits a voice impairment when:
a) impairments(s) in pitch, loudness or quality exist; and
b) the existence or absence of a structural or functional pathology is verified by an otolaryngologist.
- Articulation errors, including omissions, substitutions or distortions of sound
- A voice impairment(s) in pitch, loudness, or vocal quality
- The existence or absence of a structural or functional pathology is verified by an otolaryngologist
- Fluency impairment, including abnormal rate of speaking, speech interruptions, and repetitions of sounds, words, phrases, or sentences, which interferes with effective communication
- Difficulties with verbal and written communication (receptive and expressive)
- Difficulties in language processing
- Difficulties with vocabulary, sight words, decoding and comprehension
- Low vocabulary, improper grammar usage, poor spelling, poor auditory skills
Strategies for School
- Provide a variety of experiences, consistently and repetitively stressing a theme until reaching proficiency level
- Utilize small group setting with peer modeling
- Model patience, respect and understanding for students with speech/language impairments
- Use of cues of correct errors
Strategies for Home
- Modeling of appropriate speech and language
- Use of self-monitoring strategies
- Positive reinforcement for correct speech/language production
- Require verbalization in all settings
- Communication between therapist and parents