Determining the Need for an Articulation Referral What Every Teacher Should Know Normal Speech Development Florida Definition of SpeechLanguage Impairment Dialect andor Primary Language Influence ID: 916813
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Slide1
Speech Disorder or Speech Difference ?
Determining the Need for an Articulation Referral
Slide2What Every Teacher Should Know
Normal Speech Development
Florida Definition of Speech/Language Impairment
Dialect and/or Primary Language Influence
Eligibility for Speech Impaired Services
The Role of the Teacher
Other Available Services
Slide3Normal Speech Development
Age 2: /b,d,h,m,n,p/
Age 3: /f,g,k,t,w,ng,/
Age 4: /kw/
Age 5: /ch,j,l,s,sh,s,z,/
Age 6: /r, v, s blends, r blends/
Age 7: /th/ (voiced and voiceless)
Slide4Normal Speech Development
Many children make sound errors at some time during their speech development. These errors don’t typically affect intelligibility.
These errors are typically corrected through maturation, modeling and literacy development.
Slide5Florida Statute
6A-6.03012 Exceptional Student Education Eligibility for Students with Speech Impairments
Definition: Speech impairments are disorders of speech sounds, fluency, or voice that interfere with communication, adversely affect performance and/or functioning in the educational environment, and result in the need for Exceptional Student Education.
Slide6Speech Differences
Speech that is unique to an individual but does not significantly affect intelligibility or attract adverse attention.
Dialect or Regional Variations
English Language Learner
Structural or Functional Inadequacy
Slide7Atypical Speech Development
Articulation Deficits – The effect on intelligibility depends on the type, severity and frequency of the following:
Substitution: Saying one sound for another
wabbit for rabbit
Omission: leaving out a sound in a word
i-cream for ice cream
Distortion: Distorting a sound
Slide8Atypical Speech Development
Phonological Deficits – Incorrect production of classes of sounds
Airflow sounds – s, z, sh, f, th, zh
Back of tongue sounds – k, g, ng
Clusters or blends – sl, st, sk, tr, br, kr, pl
Phonological deficits often affect intelligibility and do not self-correct.
These errors can result in difficulty learning to read.
Slide9Atypical Speech Development
Apraxia/dyspraxia is an impairment in the motor planning center of speech.
Very poor intelligibility
Inconsistent and random errors
Often associated with language and learning difficulties
Guarded prognosis
Slide10The Impact of Sound
Development on Literacy
Speech disorders can have a negative impact on phonemic awareness, phonics and reading fluency.
Blending and segmenting
Sound/symbol relationships
Manipulating sounds
Discriminating sounds
Slide11How the Teacher Can Help
Provide opportunities for the student to hear and say sounds correctly
Encourage students to participate in all speaking opportunities in the classroom
Promote respectful acceptance of speech differences in the classroom
Slide12How the Teacher Can Help
Show students how to produce the sound(s) correctly. Consult SLP if necessary.
Provide students with practice opportunities by having them pronounce classroom words containing error sounds frequently.
Give positive feedback for correct and incorrect productions.
Slide13Making a Referral
If you feel that the child’s errors are not a difference, but are a disorder
Consult with your SLP who will give you the
Describing Speech
Misarticulations
/ Teacher Questionnaire Referral Form
The SLP will review the documents, complete a screening and set up the initial
Problem Solving
Team
meeting to discuss options.
Slide14Available Options at First
PST
SLP and teacher will monitor development
SLP will assist teacher and parent with additional strategies
Team will recommend enrollment in the Response to Intervention General Ed Speech Improvement Program
Team will recommend a comprehensive speech evaluation