There are many kinds of speech and language disorders that can affect children. These are the areas of:. Articulation speech impairments where the child produces sounds incorrectly e. IDEA is the law that makes early intervention services available to infants and toddlers with disabilities, and special education available to school-aged children with disabilities.
Speech and language skills develop in childhood according to fairly well-defined milestones see below. This may motivate parents to investigate further and, eventually, to have the child evaluated by a professional.
What are the milestones of typical speech-language development? The child may not have a speech or language impairment at all but, rather, a hearing impairment that is interfering with his or her development of language.
In contrast, speech and language disorder refers to abnormal language development. The characteristics of speech or language impairments will vary depending upon the type of impairment involved. There may also be a combination of several problems. When a child has an articulation disorder , he or she has difficulty making certain sounds.
These sounds may be left off, added, changed, or distorted, which makes it hard for people to understand the child. Leaving out or changing certain sounds is common when young children are learning to talk, of course. Fluency refers to the flow of speech. A fluency disorder means that something is disrupting the rhythmic and forward flow of speech—usually, a stutter.
Tension may also be seen in the face, neck, shoulders, or fists. A voice disorder involves problems with the pitch, loudness, resonance, or quality of the voice. Language has to do with meanings, rather than sounds. Children may hear or see a word but not be able to understand its meaning.
They may have trouble getting others to understand what they are trying to communicate. Some causes of speech and language disorders include hearing loss, neurological disorders, brain injury, intellectual disabilities, drug abuse, physical impairments such as cleft lip or palate, and vocal abuse or misuse.
Frequently, however, the cause is unknown. Of the 6. Because all communication disorders carry the potential to isolate individuals from their social and educational surroundings, it is essential to provide help and support as soon as a problem is identified. The next two sections in this fact sheet will tell you how to find this help. Parents should know that there is a lot of help available to address concerns that their young child may be delayed or impaired in developing communication skills.
Early intervention is a system of services designed to help infants and toddlers with disabilities until their 3rd birthday and their families. Through early intervention, parents can have their young one evaluated free of charge, to identify developmental delays or disabilities, including speech and language impairments.
Early intervention services may be provided on a sliding-fee basis, meaning that the costs to the family will depend upon their income. Just as IDEA requires that early intervention be made available to babies and toddlers with disabilities, it requires that special education and related services be made available free of charge to every eligible child with a disability, including preschoolers ages Many children are identified as having a speech or language impairment after they enter the public school system.
Parents may ask to have their child evaluated. This evaluation is provided free by the public school system. If the child is found to have a disability under IDEA—such as a speech-language impairment—school staff will work with his or her parents to develop an Individualized Education Program , or IEP.
And they can be treated. Research has shown that children who start therapy early have the best outcome. You will likely need to work with your child to help them with language use and understanding. The SLP will also talk with caregivers and teachers to help them work with your child. Ask the SLP what you should be doing at home to help the process. The SLP may advise simple activities such as:.
Children who have a language disorder have trouble understanding language and communicating. There are 2 kinds of language disorders: receptive and expressive. Children often have both at the same time. A child with a receptive language disorder has trouble understanding words that they hear and read.
A child with an expressive language disorder has trouble speaking with others and expressing thoughts and feelings. Language disorders can have many possible causes, such as a brain injury or birth defect. Parents can help their child with language use and understanding through simple activities. At the visit, write down the name of a new diagnosis and any new medicines, treatments, or tests.
Also write down any new instructions your provider gives you for your child. Know why a new medicine or treatment is prescribed and how it will help your child.
Also know what the side effects are. Know what to expect if your child does not take the medicine or have the test or procedure. If your child has a follow-up appointment, write down the date, time, and purpose for that visit.
This is important if your child becomes ill and you have questions or need advice. We do not treat children with language disorders as their main diagnosis; however, we do treat children who have developmental disabilities as well as language disorders. Research in Developmental Disabilities , 32 6 , — Lim, N. Should heritage languages be incorporated into interventions for bilingual individuals with neurodevelopmental disorders?
A Systematic Review. Journal of Autism and Developmental Disorders , 49 3 , — National Center for Education Statistics. Students with disabilities. Pence Turnbull, K. Language disorders in children. In Language development from theory to practice 3rd ed. Pearson Education, Inc. Receptive language skills in Slovak-speaking children with intellectual disability: Understanding words, sentences, and stories. Journal of Speech, Language, and Hearing Research, 61 7 , Ratz, C.
Reading skills among students with intellectual disabilities. Research in Developmental Disabilities , 34 5 , — Sevcik, R. Reading interventions for individuals with intellectual and developmental disabilities: A review. International Review of Research in Developmental Disabilities , 57 , 81— United States Department of Education. Predictors of early literacy skills in children with intellectual disabilities: A clinical perspective. Research in Developmental Disabilities , 35 7 , — Modeling individual variation in early literacy skills in kindergarten children with intellectual disabilities.
Research in Developmental Disabilities , 72 , 1— Walczyk, J. Development of the interplay between automatic processes and cognitive resources in reading.
Journal of Educational Psychology , 99 4 , — Ware, J. Bilingualism and students learners with intellectual disability: A review. Journal of Policy and Practice in Intellectual Disabilities , 12 3 , —
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