Definition of “Speech or Language Impairment” under IDEA
The Individuals with Disabilities Education Act, or IDEA, defines the term “speech or language impairment” as follows:
“(11) Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.” [34 CFR §300.8(c)(11]
Articulation: An articulation disorder involves problems making sounds. Sounds can be substituted, left out, added, or changed. These errors make it hard for people to understand the speaker.
Young children often make speech errors. For instance, many young children sound like they are making a "w" sound for an "r" sound (e.g., "wabbit" for "rabbit") or may leave sounds out of words, such as "nana" for "banana." The child may have an articulation disorder if these errors continue past the expected age.
This chart represents the agreed upon articulation guidelines to be used for determining articulation deficits. While there are a variety of charts and guides in the research the CCSD93 speech and language team has determined this chart to be consistent with the research.
Fluency/Stuttering: Stuttering or a fluency disorder is characterized by disruptions in the production of speech sounds, also called "disfluencies." Disfluencies can include hesitations, repetitions or prolongations of sound, syllables, words or phrases.
Stuttering Foundation Website
Voice disorders: A voice disorder is characterized by inappropriate pitch (too high, too low, never changing or interrupted by breaks); loudness (too loud or not loud enough); or quality (harsh, hoarse, breathy or nasal).
Delayed language: Characterized by a marked slowness in the development of the vocabulary and grammar necessary for expressing and understanding thoughts and ideas.
Some children have difficulties with understanding, also called receptive language. They may have trouble:
- Understanding what gestures mean
- Following directions
- Answering questions
- Identifying objects and pictures
- Taking turns when talking with others
Some children have problems talking, also called expressive language. They may have trouble:
- Asking questions
- Naming objects
- Using gestures
- Putting words together into sentences
- Using correct pronouns, like "he" or "they"
- Knowing how to start a conversation and keep it going
Communication Development: Kindergarten Through Fifth Grade
Read Your Way to Strong Language Skills
Make Learning Language Fun!
Pragmatic Language Disorder: An individual may say words clearly and use long, complex sentences with correct grammar, but still have a communication problem - if he or she has not mastered the rules for social language known as pragmatics.
PRAGMATICS INVOLVE THREE MAJOR COMMUNICATION SKILLS:
Using language for different purposes
- greeting (e.g., hello, goodbye)
- informing (e.g., I'm going to get a cookie)
- demanding (e.g., Give me a cookie)
- promising (e.g., I'm going to get you a cookie)
- requesting (e.g., I would like a cookie, please)
Changing language according to the needs of a listener or situation
- talking differently to a baby than to an adult
- giving background information to an unfamiliar listener
- speaking differently in a classroom than on a playground
Following rules for conversations and storytelling
- taking turns in conversation
- introducing topics of conversation
- staying on topic
- rephrasing when misunderstood
- how to use verbal and nonverbal signals
- how close to stand to someone when speaking
- how to use facial expressions and eye contact
Understanding Semantic-Pragmatic Disorder
Social and Academic Vocabulary: What's the Difference?