© 2010 pearson education, inc. all rights reserved. 1 two major types language disorders include...

© 2010 Pearson Education, Inc.All Rights Reserved.1

Two Major Types Language disorders include formulating

and comprehending spoken messages. ▪ Categories: disorders of form, content, and

use Speech disorders consist of problems

related to the verbal transmission of messages. ▪ Categories: phonological and articulation

disorders, fluency disorders, voice disorders, and motor speech disorders


Prevalence These are students whose primary IDEA

category is speech or language impaired and they represent 22% of all students receiving IDEA services.

Many students classified as having other disabilities have communication disorders as secondary disabilities.


Service Delivery Most young children (3 to 5 year olds)

who receive services for communication disorders are in inclusive early childhood settings.

Most school age children with communication disorders are served in the general education classroom.


Academic and Cognitive Performance A speech disorder does not necessarily

have an impact on learning ability. A language disorders may result in▪ inconsistent skills across language domains▪ problems with social skills, behavior, and

attention▪ difficulty with grammatical production,

difficulty with comprehension, word finding problems, slow vocabulary development


Strategies to Achieve Social Success in Classrooms Create positive social communication

opportunities Promote appropriate social and

positive communicative interactions in different situations

Reinforce appropriate use of speech and language skills

Use positive behavior support principles


Strategies to Achieve Academic Success Allow adequate time to express ideas Reinforce correct language use and

positively redirect inappropriate communication techniques

Directly instruct students in key communication skills in separate sessions

Consider alternatives to oral responding for some students


Strategies to Achieve Social Success Develop positive student-teacher relationships Identify student’s perceptions of embarrassing

situations and try to avoid them Teach meaning of words describing emotions

and give practice using them Identify students’ interests and encourage them

to purse learning in these and related areas Encourage students to engage in conversations

and use appropriate pragmatics


IDEA defines deafness as Severe loss of hearing with impaired

ability to process linguistic information through hearing, with or without amplifications.

IDEA defines hearing impairment as a loss of hearing, whether permanent or

fluctuating that adversely affects educational performance but that is not included under the definition of deafness.


Hearing loss can be described in terms of decibels (db) or the volume require. Normal hearing is able to hear sounds

at 0 to 20 db.Types of hearing loss include

conductive sensorineural mixed central auditory processing disorder


IDEA defines visual impairments including blindness to mean an impairment in vision that, even with correction, adversely affects a child’s educational performance.

Degree of visual loss is described according to visual acuity and visual field


Blindness as defined by IDEA and legal blindness are not the same.

Deaf-blindness means concomitant hearing and visual

impairments, the combination of which causes such severe communication and other developmental and education needs that can be accommodated in special programs solely for children with deafness or blindness.


Most children with sensory impairments will be identified very soon after birth. Most states use universal newborn

hearing screening procedures. Pediatricians are most likely to

determine that a child has a visual impairment and will then refer them to the state’s Child Find services.


According to the U.S. Department of Education, there are relatively few individuals with sensory impairments eligible for public school special education services.

Services for students with sensory impairments may be provided in different types of settings.


Academic and Cognitive Performance Many are academically gifted and

talented. For others, conditions that occur

during prenatal development that result in sensory impairments can affect central nervous system development and impact cognitive development and learning ability.


Academic and Cognitive Performance Acquisition of literacy skills may be

impacted for children with hearing impairments.

Students who are blind are particularly challenged in learning concepts that are difficult to comprehend without vision.


Behavior Performance and Social Skills Social skills will often be impacted

because of a lack of experience resulting from the student’s sensory loss.

Spontaneous relationships and friendships may not occur as frequently as for others.


Strategies to Achieve Academic Success Students in general education

classrooms are supported by itinerant or consultant special education teachers with specific professional preparation to meet students’ needs.


Strategies to Achieve Social Success Use direct instruction and natural

opportunities, or create social situations, in which students with sensory impairments can interact with their peers without disabilities.


Strategies to Achieve Academic Success Success depends on the degree to which

students have developed basic academic skills during earlier school years.

Differentiated instructional strategies can be helpful in building specific skills.


Strategies to Achieve Social Success Help student understand what they

cannot see or hear, how they stand within their social world, and how they can participate in social ways like other students.

Help students find ways to remove or work around barriers or find substitutes for them.

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