Speech+and+Language+Disorders


 * __RESEARCH__**


 * Summary of Communication Disorders:**

There are two major types of Communications disorders: Speech and Language disorders.

//Speech Disorders:// People with Speech disorders have difficulty with the verbal means of communication. These difficulties manifest themselves in one or all of the major components of speech, which are articulation, fluency, and voice.
 * Articulation disorders are defined by difficulties producing particular sounds.
 * Fluency disorders are defined by difficulties with the rate and flow of speech
 * Voice disorders are defined by difficulties producing a normal voice tonality (this may effect quality, pitch, or intensity.)

//Language Disorders://
 * People with Comprehension disorders have difficulty with with one of two areas: Comprehension or Production
 * 1) Comprehension, or receptive language disorders affect a person's ability to process or understand an intended message.
 * 2) Production, or expressive language disorders affect a person's ability to convey an intended message.


 * Language disorders concern 2 main areas:
 * 1) Language content (vocabulary, word categories and relationships, multiple meanings of words or phrases, or figurative language)
 * 2) Language form (phonology, morphology, or syntax.)


 * Serving students with Communication Disorders:**
 * //Speech and Language Pathologists// help students develop tools and metalinguistic strategies for dealing with their disorders. They also work closely with parents and classroom teachers to help support students in regular classroom settings.


 * //Classroom teachers// can support students with communication disorders by educating themselves about the different communications disorders and taking advantage of opportunities in all instructional areas to develop language abilities. Regular educators should:
 * 1) Create a positive and accepting class culture
 * 2) Create a norm of listening to students/peers thoughtfully and non-judgementally
 * 3) Allow lots of time for thinking and response
 * 4) Remain careful not to put students with communications disorders in positions that bring attention to the disorders.

__**PERSONAL EXPERIENCE**__

BROCK is a student with a speech disorder. His articulation difficulty with S's makes it difficult for him to feel confident in settings in which he is required to speak in front of classmates, and reading is particularly problematic for him. As a result his reading level suffers greatly. He is in 4th grade, and reads at a high 2nd grade level. During reading group, I am careful to call on him to read sentences that will not draw attention to his lisp, to model respect and praise for every student, and to administer consequences for anyone who is unkind or judgemental to anyone (not just Brock) in the group. Brock works with a Speech and Language Pathologist for an hour each Wednesday.

ELIJAH is a student with a language disorder. He has great difficulty with expressive language regarding specific speech. For example, when presented with a map or any other complicated visual reference, he has enormous difficulty producing words to specify a location. he works with a Speech and Language pathologist once each week for 45 minutes. She helps him with exercised in specific speech. In the classroom, I do my best to subtly insist that he explain to the class exactly what he means, offering enourmous praise when he does use specific language (which is easy, because he is enormously bright, and his contributions are helpful to the whole class!)

__**RESOURCES**__

Here is a link to the American Speech-Language-Hearing Association, which has many useful resources and in-depth information concerning communications disorders of all kinds. []

Here is a link to the Wisconsin Department of Public Instruction's page dedicated to Speech and Language Disabilities: []

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