Understanding Speech and Language Disorders
Introduction:
This post will look into speech and language disorders, speech pathology, and differences between expressive and receptive language skills. During my research, I also covered the difference between English Language Learners and Specific Learning Disability.
Specific Learning Disability
Specific learning disability (SLD) refers to a disorder in one or more of the fundamental processes involved in understanding or using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or perform mathematical calculations. SLD does not include learning problems related to physical difficulties (visual, hearing, motor skills), emotional disturbance, cultural factors, environmental, or economic disadvantage. Specific Learning Disability is mentioned in the IDEA (Individuals with Disabilities Education Act, 2004); the idea is that to qualify for an IEP (Individual Education Plan), a specific disability must be identified according to Federal guidelines. When the child does not achieve adequately for the child's age or meet State-Approved grade-level standards in one or more of the following areas:
Oral expression
Listening comprehension
Written expression
Basic reading skill
Reading fluency skills
Reading comprehension
Mathematics calculation or problem-solving
The child exhibits a pattern of strengths and weaknesses in performance, achievement, or both, due to an identified learning disability that is not the result of a visual, hearing, or motor disability; mental retardation; emotional disturbance; cultural factors; environmental or economic disadvantage; or limited English proficiency. According to the American Speech-Language Association (ASHA), there are several specific speech and language disorders other than SLD.
They list these disorders as Speech, Language, Medical and Development disorders.
Speech Disorders
Childhood Apraxia of Speech
Dysarthria
Orofacial Myofunctional Disorders
Speech Sound Disorders
Stuttering
Voice
Language Disorders
Preschool Language Disorders
Learning Disabilities (Reading, Spelling, and
Writing)
Selective Mutism
Medical and Developmental Conditions
Attention-Deficit/Hyperactivity Disorder
Autism (Autism Spectrum Disorders)
Cleft Lip and Palate
Right Hemisphere Brain Injury
Traumatic Brain Injury
(Child Speech and Language, ASHA)
When we look at speech and language disorders, it is essential to identify potential risks at an early age. The goal is to help create a constructive learning environment and lessen the potential damage associated with a learning disability. The simplest method is by checking child language development benchmarks. These methods are helpful for parents to establish whether their child needs to seek medical assistance or a speech-language pathologist. Before we transition into speech-language pathology, here is a look at the benchmarks for early childhood speech.
Early Identification
Children develop at their own rate while some children walk and talk early; others take longer. Most children learn skills within an age range, such as between 12 and 18 months. A child who takes longer to learn a skill may have a problem; although this can indicate a potential concern, it could be influenced by external factors. This is something I experienced personally with my son. When he was two and a half, he had not met the language benchmarks, and we were starting to get a bit concerned that he would need to get tested. Now my son is five and ultimately on track with development goals. At that time, we learned that being in a different culture and surrounded by multiple languages impacted his learning speed; between his mother and I, we have different L1 languages, and we were living in china with an entirely different L1. In addition to that, our difficulties with the new culture and language created boundaries that prevented interactions with other children, which is also crucial to developing language abilities. It is essential that you know what to expect. Below are some signs of speech, language, and hearing problems. You will see the expected age range next to each skill. Language is made up of the words we use to share ideas and get what we want. Language includes speaking, understanding, reading, and writing. A child with a language disorder may have trouble with one or more of these skills.
Signs of language problems include:
Language Disorders
Speech Sound Disorders
Speech is how we say sounds and words. It is usual for young children to say some sounds the wrong way. Some sounds do not develop until a child is 4, 5, or 6 years old. Signs of a speech sound disorder in young children include.
Stuttering
Most of us pause or repeat a sound or word when we speak. When this happens a lot, the person may stutter. Young children may stutter for a little while. This is normal and will go away over time. Signs that stuttering might not stop include.
Voice Disorders
We use our voice to make sounds. Our voice can change when we use it the wrong way. We can lose our voice when we are sick or after talking or yelling a lot. Signs that your child may have a voice disorder include:
Hearing Loss
Some children have a hearing loss at birth, and others lose their hearing as they get older. Some signs that your child may have a hearing loss include:
What is Speech Pathology?
Speech pathology is the study and treatment of issues relating to oral communication and the motor skills involved with this, such as swallowing. Different areas that are focused on in speech pathology include:
Speech sounds—how we say sounds and put sounds together into words. Other words for these problems are articulation or phonological disorders, apraxia of speech, or dysarthria.
Language—how well we understand what we hear or read and how we use words to tell others what we are thinking. In adults, this problem may be called aphasia.
Literacy—how well we read and write. People with speech and language disorders may also have trouble reading, spelling, and writing.
Social communication—how well we follow the rules, like taking turns, talking to different people, or how close to stand to someone when talking. This is also called pragmatics.
Voice—how our voices sound. We may sound hoarse, lose our voices easily, talk too loudly or through our noses, or be unable to make sounds.
Fluency—also called stuttering, is how well speech flows. Someone who stutters may repeat sounds, like t-t-t-table, use "um" or "uh," or pause a lot when talking. Many young children will go through a time when they stutter, but most outgrow it.
Cognitive communication—how well our minds work. Problems may involve memory, attention, problem-solving, organization, and other thinking skills.
Feeding and swallowing—how well we suck, chew, and swallow food and liquid. A swallowing disorder may lead to poor nutrition, weight loss, and other health problems. This is also called dysphagia.
What are Speech Pathologists?
Speech Pathologists are experts in communication. They work with people of all ages, from babies to adults. Speech pathologists treat many types of communication and swallowing problems. They often work together with educators to identify and refer students to special education services and assist with treatments relating to language learning difficulties. In the past, SLPs focused on speech sound development and oral language while the special educator or other teachers would focus on reading. This is one of the changes in the field as SLPs roles and responsibilities have grown a lot from the old days of articulation therapy. Oral language development is crucial as it serves as the foundation for learning to read, spell, and write. So SLPs are incredibly important to students with language learning difficulties for helping them reach their academic potentials.
What is expressive and receptive language skill?
Receptive and Expressive language skills are something that is typically covered in ELL or similar programs. I recall learning about these during my TESOL Certification and my TEYL Certification. Receptive language skills are essential to the progress of an ELL, while expressive language skills are essential to educators in establishing language retention, comprehension and ability. These often play a prominent role in the initial identification of SLD students as they can be indicators of potential learning difficulties. I read an interesting case study that discussed the expressive and receptive language skills of temperamentally shy preschoolers. In this study, the researchers (Spere, Schmidt, Theall-Honey and Martin-Chang, 2004) looked at the effects of shyness in developing students' language skills in preschoolers who were shy versus those who were outgoing. They found that temperamentally shy students performed appropriately to their age level but underperformed compared to their more outgoing counterparts in receptive and expressive language skills. This came down to the amount of practice the non-shy participants had with the more active approach.
Receptive Language Skills:
This is the understanding and comprehension of spoken and written language. A child with receptive language difficulties will find it hard to understand the words and sentences that others are saying to them.
Expressive Language Skills:
This refers to the language a child uses for communication. This includes any spoken, written, or even physical forms of communication such as pointing or waving. (The SLI Handbook)
Conclusion:
Reaching into the research that I have done for the two activities concerning English language learners and specific learning disability, I have concluded my understanding of the topic. There are many different variations in specific learning disabilities, each presenting its unique approach to testing, treatment and education. The difficulty in the identification process leads me to understand why many students are put into SPED programs that are not beneficial as educators could be under pressure to resolve parental concerns, classroom pressure and student progress without collecting sufficient data on the student in question. I feel this impacts the majority of English language learners or non-native speakers in general English education environments. With all the additional concerns that educators have in dealing with SLD, ELL can often take a backseat in the discussion regarding a students progress. There is an increase in the understanding of learning L2 languages and the methods involved and the implications in SPED programs. During my work, there was one topic that I did not research, which was Specific Language Impairment (SLI), and I am curious about how this would be addressed in a bilingual learning environment. I briefly went into it with a book titled "The SLI Handbook" while looking up information regarding expressive and receptive language skills. It is a topic I am sure will be discussed during this course as I found it blends somewhere in the middle of ELL and SLD. I digress. As a teacher in a pre-school environment, I can guide parents with early childhood identification of potential SLD but only in a referral manner. I can help them identify potential signs and discuss whether an intervention will be necessary, using the same tested, peer-reviewed, and culturally appropriate methods to my student's age and language abilities.
It should be noted that collecting data, comparing it to research sources and guidelines might assist parents in early identification. Advising parents must be done correctly as any personal biases or lack of data could result in unnecessary pressure being applied to students and parents. With more training, research and practice. I will be more confident in my ability to help my students, regardless of the cultural difficulties I might have to face in China.
References:
IDEA REGULATIONS IDENTIFICATION OF SPECIFIC LEARNING DISABILITIES
Early Identification of Speech, Language, and Hearing Disorders
Expressive and Receptive Language Skills of Temperamentally Shy Preschoolers
Additional Reading Materials:
Articles
Research Journals
Hours of research and writing later. Happy with the results.
