Speech & Language Disorders in Children: A Teacher's Guide

Introduction: Speech and Language Impairments in the Classroom

One of the most pressing challenges facing educators and teachers in the classroom today is identifying and dealing with children who have a speech, language, or communication impairment that negatively impacts learning. Many children find it difficult to understand how conversation works, or do not make use of language at all. There are different terms used to describe specific speech and language difficulties, including "phonological difficulties, articulation difficulties, verbal dyspraxia, dysarthria, semantic pragmatic disorder, Asperger Syndrome, and selective mutism" (Speech Impairments).

These specific speech and language difficulties can impact severely on the development and natural psychological and social growth of the child. Furthermore, they can lead to further and more complicated problems. "Children with a variety of speech and language impediments are increasingly at risk as their language abilities fall behind those of their peers" (Children and Mental Health).

Emphasis must also be placed on recognizing the speech or learning disorder or impediment—and this is where the teacher plays a vital role. Some impediments may manifest as disruptive behavior or even aggression, and unless the teacher identifies the problem, the difficulties may result in further developmental and psychological damage. Throughout this discussion, the focus will also be on practical activities and tasks that the teacher can implement to help those with impediments. However, some impediments are more severe than others and necessitate specialized care and therapy. Even when the teacher cannot directly intervene with therapy, he or she can play a vital role in the identification of problems.

An estimated 10–15% of children in the United States have a speech disorder, "as well as six percent of children in grades one through twelve" (Fleming C. 1991). Research suggests that in many cases the cause of these difficulties is not due to any other disability or condition, but "that there may be a genetic cause for specific speech and language difficulties," while on the other hand it has been found that "other children find it hard to use language because of another disability like deafness or cerebral palsy" (Speech Impairments).

The danger of leaving these disorders untreated can be serious for the short- as well as long-term development of the child. As Fleming (1991) notes: "Left untreated, a speech disorder can become a big problem for a child. The taunts of classmates can leave lasting psychological scars. Children with speech problems often do poorly in school because they are afraid to speak up. The earlier a problem is detected, the better."

Classification and Prevalence of Speech Disorders

The United States Office of Education has variously estimated that 3% to 4%—or roughly 2,500,000—of school-age children in the United States have speech disorders. For the broader population, an extremely conservative figure is 3%, or close to 5,000,000 (Johnson, Wendell).

By definition, a speech or language impediment is a communications disorder associated with the impaired ability to produce sounds, normal voice, or fluent speech (Laberge, D.). As a communications problem, speech disorders are often linked to and associated with various learning disorders and language learning issues. Learning impediments may impact speech disorders and vice versa. There are many different speech disorders, generally characterized by "an interruption in the flow or rhythm of speech such as stuttering, or by problems with the way sounds are formed, also called articulation or phonological disorders, or they may involve voice problems such as pitch, intensity, or quality. Often, there is a combination of several different problems" (ibid).

Speech disorders can also be associated with hearing loss and hearing deficiencies. Disorders of speech are commonly classified as follows: (1) disorders of voice; (2) disorders of articulation; (3) stuttering (stammering); (4) aphasia (dysphasia); (5) retarded development of speech or language; and (6) speech disorders associated with hearing loss or deafness, cleft lip and cleft palate, cerebral palsy and other neuromuscular impairments, laryngectomy, facial or oral injury or deficiency, intellectual disability, and emotional illness (Johnson, Wendell).

It has also been found that young people with speech or language impairments struggle to understand abstract concepts like time, have problems learning to read, and find it difficult to switch conversation topics. They generally feel isolated and do not make friends easily.