Speech/Language Disorders

Speech/Language Disorders Definition

A "language disorder" is reduced ability, whether developmental or acquired, to comprehend or express ideas through spoken, written, or gestural language. The disorder may involve form of language (sounds and sound combinations, forming words, or putting words together in sentences) which is determined by the phonologic, morphologic, and syntactic systems. The disorder may involve the content of language (the meaning of words and combinations of words) which is determined by the semantic system. The disorder may involve the function of language in communication which is determined by the pragmatic system. Language disorders are, therefore, classified as disorders of form, content, and/or function.

A "speech disorder" is difficulty with the mechanics of speech production when speech is the mode of expressing language. Speech disorders may be observed in voice, articulation, fluency, or in any combination of the above.

Criteria for Initial Determination of Eligibility - Language

After completing all previous steps required in the special education process, the multidisciplinary team may determine that a language disorder is present when ALL of the following criteria are met:

1. The student consistently exhibits inappropriate use in any of the structures of language (e.g., morphology, syntax, semantics, and pragmatics) as measured by language sampling or other clinical tasks. Table 2, page A-45, gives examples of characteristics that might indicate deficits in these areas.

2. The student's language functioning is significantly below the student's cognitive abilities as measured by two (2) or more
standardized language assessments. Significantly below is defined as at least a 1.0 standard deviation in grades K - 6 and at least a 1.5 standard deviation in grades 7 - 12. IT IS IMPORTANT TO REMEMBER that the evaluation may document through formal and informal assessment that a language deficit is present even though the standard scores do not meet this criterion. In such cases, sufficient data must be presented in the diagnostic summary to document the existence of the language deficit.

3. The student's language disorder adversely affects his/her school functioning.

4. The language deficit is not PRIMARILY caused by:

Visual or auditory acuity deficits, or motor deficits Emotional disturbance/behavior disorder
Mental retardation
Environmental or economic disadvantage, or cultural
differences
Dialectal differences or second language influence.

NOTE: These exclusions pertain only to the identification of a language disorder. For example, a student with an auditory acuity deficit will most likely have associated language delays; however, the appropriate identification is Hearing Impaired. Services needed by the student will be determined by the IEP and would include language intervention by appropriate personnel.

Criteria for Determination of Initial Eligibility - Articulation

After completing all previous steps required in the special education process, an articulation disorder is present when ALL of the following criteria are met:

1. The student exhibits a significant delay of correct sound production based on accepted normative data, such as those given in Table 5, page A-54. A significant delay is defined as more than one ' (1) year beyond the upper limit of developmental age range for normal sound acquisition. For example, using Table 5, a student seven years no months has a significant articulation delay if his/her errors are among the following sounds: p, m, h, n, w, b, k, g, d, t, ng, f, y, r, l.

IT IS IMPORTANT TO REMEMBER that the evaluation may document through formal and informal assessment that an articulation deficit exists even though the above levels are not met. For example, it may be inappropriate to judge a student with a cleft palate according to developmental norms that do not consider the organic cause of the articulation deficit. Another example might be the student with multiple articulation errors, none of which are beyond the criterion level, but when added together significantly reduce the student's intelligibility. In such cases, sufficient data must be presented in the diagnostic summary to document the existence of an articulation deficit.

2. The student's articulation errors adversely affect intelligibility and/or listener perception as measured by speech sampling or other clinical tasks.

3. The articulation deficit is not PRIMARILY caused by:

NOTE: These exclusions pertain only to the identification of
an articulation disorder. For example, a student with cerebral palsy may display a significant articulation deficit; however, the appropriate identification is ' Physically Impaired. Services needed by the student will be determined by the IEP and would include articulation intervention by appropriate personnel.

Criteria for Initial Determination of Eligibility - Fluency

After completing all previous steps required in the special education process, a fluency disorder is present when BOTH of the following criteria are met:

1. The student consistently exhibits one or more of the following symptomatic behaviors of dysfluency:

(a) sound, syllabic, or word repetition
(b) prolongations of sounds, syllables, or words
(c) blockages
(d) hesitations.

2. The student's fluency is significantly discrepant from the norm as measured by speech sampling in a variety of contexts. Significantly discrepant from the norm is defined as five (5) dysfluencies per minute and distracting to the listener. IT IS IMPORTANT TO REMEMBER that the evaluation may document through formal and informal assessment that a fluency deficit is present even though this criterion is not met. In such cases, sufficient data must be presented in the diagnostic summary to document the existence of the fluency deficit.

Criteria for Initial Determination of Eligibility - Voice

After completing all previous steps required in the special education process, a voice disorder is present when ALL of the following criteria are met:

1. The student consistently exhibits deviations in one or more of the parameters of voice: pitch, quality, or volume.

2. The student's voice is discrepant from the norm as related to his/her age, sex, and culture and is distracting to the listener.

3. The voice disorder is not the result of a TEMPORARY problem such as: normal voice changes, allergies, colds, or other such conditions.