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Speech and Language Impairments
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An SLP … Is a Speech
Language Pathologist (a.k.a. Speech Therapist)
Identifies and remediates students with Speech and Language Impairments
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Speech and Language Impairments
Voice Fluency Articulation Language
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Voice Impairment
Abnormal production of the voice is characterized by:
Quality (harsh, hoarse, breathy) Loudness (too loud, too soft) Pitch (too high, too low, monotone, pitch
breaks) Resonance (too nasal, not nasal enough)
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Voice Impairment Voice impairments are directly related to
abnormalities in the laryngeal/velopharyngeal area. Abnormalities include: nodules, cancer, paralysis, polyps, cysts, ulcers.
Due to possible medical implications, students with voice concerns must have a medical report from an Otolaryngologist (ENT).
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Fluency Impairment
An inappropriate rate of speech characterized by frequent halting, repetitions or prolongations.
Secondary characteristics may include: Excessive tension Struggle behavior Eye twitching Head/Body movement
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Articulation Impairment
The atypical production of speech sounds characterized by substitutions, omissions, additions or distortions that may interfere with speech intelligibility.
Ex: “wabbit” for rabbit, “wim” for swim
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When Are Speech Sounds Learned? 1 - 3 years: p,b,m,h,n,w,b 2 - 4 years: k, g, d 2 - 6 years: t, ng 2.5 - 4 years: f, y 3 – 6 years: r, l 3 – 8 years: s 3.5 – 7 years: ch, sh 3.5 – 8 years: z 4 – 7 years: j 4 – 8 years: v 4.5 – 7 years: th 6 - 8 years: zh (measure)
E. Sander, 1972
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When should I be concerned?
If a student has difficulty producing the following sounds at the grade level indicated:
Kindergarten* and First*: p,b,m,h,n,w,b,k,g,d,t,ng,f,y
* must be multiple sounds in different positions of words (not one sound only) in accordance with Douglas County Eligibility Guidelines
Second: r, l, s, ch, sh, z, j, v, th, zh
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Language Impairment
Impaired comprehension (receptive) and/or use (expressive) of language
The impairment may involve: Syntax/Morphology-the form of language
Grammar Grammar Grammar Semantics-the content of language
Vocabulary & Basic Concepts Pragmatics-the function of language
Socialization Socialization Socialization
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Speech/Language Impairments Do NOT Include Students Who…
Have developmental speech sound errors Have a dialectal difference Have auditory processing difficulties
without an associated language impairment Have selective mutism Are learning English as a second language
(unless an impairment is diagnosed in both languages)
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If you think you have a student with a Speech/Language Impairment…
Document your concerns on Teacher Notes
Discuss concerns with SLP (SLP may decide to conduct an informal observation)
Request that the SST Coordinator schedule a meeting with the student’s parents/guardians
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1st SST Meeting
Referring Teacher completes SST Referral Form Teacher and/or parent discusses concerns with
committee Mandatory modifications in the area(s) of
concern given to teacher(s) to be implemented in the classroom (2 week minimum)
Permission to screen speech/language skills will be requested
Vision and Hearing must be passed within one year
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2nd SST Meeting
SST Coordinator schedules meeting SLP or designee reviews speech/language
screening results Teacher discusses effectiveness of
modifications Committee recommendations may include:
Continue modifications/remain in SST if speech skills are judged to be appropriate OR refer to IDEA if skills are considered not within normal limits.
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Speech/Language IDEA Referral
Teacher Responsibilities:COMPLETE ENTIRE REFERRAL PACKET
Teacher Referral with Principal’s signature (PEC-01)
Complete Parent Interview (PEC-02) if SST Student Background Form was not completed
Obtain Parent Consent for Evaluation (PEC-03)
Review Parent Rights
RETURN COMPLETED PACKET TO SST COORDINATOR
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SLP’s Responsibilities After IDEA Referral
Schedules and facilitates Eligibility Meeting Reviews results of evaluation Committee determines eligibility Development of IEP (if appropriate) When not eligible for Speech/Language
services, refer back to SST with specific modifications (if appropriate)
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A final note…
Alone we can do so little; together we can do so much.
Helen Keller