SPEECHLANGUAGE IMPAIRMENT by Nathan Cahill, Tonia Chalk

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SPEECH-LANGUAGE IMPAIRMENT by Nathan Cahill,
Tonia Chalk Samantha Eather

• DEVELOPMENTAL PHONOLOGICAL DISORDER -
• FROM THE SOCIAL TO THE TEXTUAL.

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SPEECH-LANGUAGE IMPAIRMENT

• The term Speech-Language Impairment is used to
  describe an impairment of the neurological,
  cognitive, and/or physical structures and
  functions specific to speech-language processing,
  resulting in a substantial reduction of the
  persons capacity for communication.
• Students with speech-language impairment have a
  primary and specific impairment in understanding
  and/or formulating language and/or speech.

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SPEECH-LANGUAGE IMPAIRMENT - continued

• DEFINTIONS FOR THE TERMS
• Speech, Language and Communication
•  
• SPEECH is talking it includes articulation,
  voice and fluency
• LANGUAGE is any conventional symbolic system for
  communication
• COMMUNICATION is the exchange of meaning through
  listening, speaking, viewing, signing, symbols,
  gesture, facial expressions, reading, and
  writing.
• (DEPARTMENT OF EDUCATION QUEENSLAND 1997)

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A LIST OF SOME SPECIFIC TERMINOLOGY ASSOCIATED
WITH Speech-Language Impaired STUDENTS

• DYSPRAXIA OF SPEECH a motor-planning disorder
  poor coordination and speech errors.
•  
• DYSFLUENT SPEECH stuttering, stammering and
  cluttering in terms of communication.
•  
• DYSLEXIA, OR SPECIFIC LEARNING DISABILITY
  persistent problems in reading and writing.
•  
• APHASIA an impairment of the ability to use or
  comprehend words, often the result of a head
  injury.
•  
• SEMANTIC PRAGMATIC DISORDER student is unable
  to make use of the language systems in social
  activity and interaction with others.

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IN THE SCHOOL CONTEXT

• The student with speech-language impairment will
  have a problem in one or more of the following
  areas
• ü       SPEECH PROCESSING
• Recognising important features of the sound of
  someone talking.
•  
• ü       SPEECH PRODUCTION
• Speaking clearly. This includes planning and
  making sequenced movements of the abdomen, chest,
  larynx (voice box) and mouth.
•  
• ü       LANGUAGE PROCESSING
• Understanding a message that has been made
  according to the rules of a conventional,
  symbolic system (that is, according to the rules
  of a language). The mode of the message is
  irrelevant, for example, it could be spoken,
  written, symbolled or signed.

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DevelopmentalPHONOLOGICAL DISORDER

• A child with a Developmental Phonological
  Disorder will have significant difficulties
  acquiring reading skills and have on-going
  spelling disability, which may be seen as an
  extension of the phonological processing deficit.
• A useful frame of reference for describing
  language is to consider this complex system in
  terms of its CONTENT and FORM.
• CONTENT is the knowledge that is acquired about
  persons, objects, events, and relationships
  between them. It is topic knowledge, what people
  talk about - the linguistic expression of what is
  in our minds.
• FORM is the conventional and understood code, the
  means of connecting sound (or gesture) with
  meaning in a system of rules. Phonology is the
  categorisation of the sounds of a language,
  morphology is the words and inflections of a
  language and syntax (grammar) is the arrangement
  of words in sentences according to the meaning
  relationships among them.

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DevelopmentalPHONOLOGICAL DISORDER contd.

• Phonological awareness is the ability to
  recognise and manipulate the sounds and syllables
  used to compose words.
• The child with a phonological disorder fails to
  develop intelligible speech patterns at the
  expected age or in the usual way.
• Awareness of word structure is poor, they lack
  morphological markers in written and spoken
  language, are imprecise in the use of word forms
  and have poor discrimination of speech sounds.
• The development of literacy skills is often
  significantly delayed and there is a strong risk
  of on-going problems with reading, writing and
  spelling. Severe phonological disorder is often
  associated with some degree of language
  disability.
• They are disorders that tend to run in
  families.

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ACTIVITY In Pairs

• Developmental Phonological Disorder

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Teaching strategies

• TEACHER TALK (more focussed on social rather than
  textual language)
• VERBAL FEEDBACK
• VERBAL DIRECTIONS EXPLANATIONS
• STORY-TELLING CONVERSATION
• REPORTING
• PERFORMANCE BASED ON STUDENTS OWN WORDS AND
  THOUGHTS, FOR EXAMPLE ROLE-PLAYING
• VISUAL CUES (more focussed on the visual with a
  minimal textual approach)
• PICTURES, GRAPHICS, PHOTOS, VIDEOS
• NATURAL GESTURES, DEMONSTRATIONS (MODELLING),
  ROLE-PLAYS
• MODIFIED WRITTEN TEXTS
• HANDOUTS, OHTs, NEWSLETTERS, BLACK/WHITE BOARD
  NOTES.
• MODIFIED ASSESSMENT PROCEDURES
• TEST DIRECTIONS AND QUESTIONS READ TO STUDENTS
• ACCOMPANYING AUDIOCASSETTES OF TESTS
• ALLOWING THE USE OF WORD PROCESSORS, WORD LISTS,
  AND SOFTWARE PROGRAMS
• ALLOWING STUDENTS TO DEMONSTRATE KNOWLEDGE
  THROUGH DRAWING, ROLE-PLAYING, OR OTHER MEANS OF
  COMMUNICATION APART FROM SPEAKING AND/OR WRITING
• ALLOWING MORE TIME

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resources AND relevant websites

• ASSISTANCE FOR INDEPENDENT AND CATHOLIC SCHOOLS
  IS
• AVAILABLE FROM
• Targeted Programs Consultant
• Association of Independent Schools of Queensland
  Inc.
• PO Box 957
• Spring Hill Q 4004
• TEL [phone]
• Director
• Queensland Catholic Education Commission
• GPO Box 2441
• Brisbane Q 4001
• TEL [phone]
• "LOW INCIDENCE UNIT Ed. Qld website
•  
• "SM-10 SPEECH-LANGUAGE THERAPY SERVICES IN STATE
  SCHOOLS
• http//education.qld.gov.au/corporate/doem/studema
  n/sm-10000/sections/preface_.htm
•  

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resources AND relevant websites (continued)

• Queensland School Curriculum Council
• http//www.qsa.qld.edu.au/yrs1_10/equity/pdf/sli.
  pdf
• PSY321 Language Impairments http//currawong.bhs.
  mq.edu.au/max/Language/
• eLr - Extra Language Resources - Speech Pathology
  Resources
• http//elr.com.au/index.htm
• Tyquin group Speech Pathology for children,
  adolescents, adults
• http//www.tyquin.com.au/default.htm
• Department of Education, Queensland 1998,
  Ascertainment of Students with Speech-Language
  Impairment Additional Information for Schools,
  Department of Education, Qld, Brisbane.
• Patchell, F Hand, L. 1993, An Invisible
  disability Language disorders in high school
  students and the implications for classroom
  teachers, Independent Education, December,
  pp31-36.