Speech and Language Disorders
By: Caini Csak & Nina Mounivong
Ministry of Education Definition & Identification
Speech Disorder:
 A disorder in language formulation that may be associated with neurological, psychological, physical, or sensory
factors, that involves perceptual motor aspects of transmitting oral messages, and that may be characterized
by impairment in articulation, rhythm, and stress
 Consider assessment information from a variety of sources, including specific speech assessments relating to
one or more of the following which interferes with expressive communication:
 mild to severe deficits or delays in articulation (e.g. pronunciation, oral motor functioning)
 mild to severe difficulties with speech fluency (e.g. stuttering)
Language Disorder:
 A learning disorder characterized by an impairment in comprehension and/or use of verbal communication or
the written or other symbol system of communication, which may be associated with neurological,
psychological, physical, or sensory factors, and which may:
a) Involve one or more of the form, content, and function of language in communication and
b) Include one or more of the following:
 Language delay
 Dysfluency
 Voice and articulation development which may or may not be organically or functionally based
Misconceptions about Speech and Language Disorders
1. Speech and language disorders are synonymous
2. Stuttering affects all ages and both genders equally
3. Speech and language disorders are not related to intelligence
4. Articulation disorders in very young children, especially, are not serious, and correction is rarely worth the effort of
the risk of trauma
5. If an individual has a speech or language disorder, that individual also has a learning disability
Equity Issues
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Teacher bias/lack of knowledge
IEP (the development of SMART goals for student achievement)
Classroom environment (integration)
Differentiated instruction (accommodation and modification that is not geared towards their strengths)
Funding (technology and support)
Availability Speech and Language Pathologist
Community Agencies & Resources
 Silver Creek Preschool, Holland Bloorview, and Toronto Preschool Speech and Language Services
 YouTube Link - Practicing Initial K Sounds:
http://bluecatpies.com/resources/
 Learning and Teaching Strategies:
http://www.sess.ie/categories/specific-speech-and-language-disorders/receptive-language-disorder/tips-learningand-teac
 Ontario Association For Families and Children with Communication Disorders
http://www.oafccd.com/
 Canadian Assocciation of Speech-Language Pathologists and Audiologists
http://caslpa.ca/
Accommodations
 Structure the physical environment.
 Introduce new words in a variety of context
 Encourage students to express his/her thoughts
 Create situations that promote the use of oral language
 Be sensitive to the student’s current speech/language development.
 Restate a student’s phrases using appropriate grammar
 Restate a student’s phrases in a more accurate way.
 Make sure not to draw on the student’s mistakes.
 Provide opportunities for interactive games and activities.
Technology:
 Low technology: signing and gestural systems (e.g. PIC, rebus, Blissymbolics)or pictorial and traditional
orthography (spelling).
 High technology: communication aids have printed and/or speech output (e.g., a word processor or a voice
output communication aid such as an Alpha Talker)
 The specific configuration of the communication system(s) and the complexity of the vocabulary needs to be
custom designed for the individual child
Modifications
 Depending on the type of speech or language disorder, modifications will vary to meet the needs of the student:
 Develop an IEP for the student that will gear towards their strength in speech, language, and
communication
 Take home assignments
 Time extensions
Assessment Strategies