• What are speech-language services?

     
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    Speech-language therapy can address many areas of need; however, it is important to note that the term “language” is different from the term “speech”.

     
     

                        Speech is the verbal means of communicating. Speech consists of the following:

     
     
    • Articulation: Articulation means how speech sounds are made or produced (e.g., children must learn how to produce the "r" sound in order to say "rabbit" instead of "wabbit"). Needs in the area of articulation are very common in elementary school child and are often the predominant need in the K-5 population. Developmental guidelines help speech therapist determine when a child is most suited for therapy.

     

    • Voice: use of the vocal folds and breathing to produce sound (e.g., the voice can be abused from overuse or misuse and can lead to hoarseness or loss of voice). If your school's speech therapist has a concern regarding your child's speech then and ENT evaluation is typically recommended in order to determine if there is any underlying physiological condition.

     

    • Fluency : refers to the rhythm of speech (e.g., hesitations or stuttering can affect fluency).When a child is unable to produce speech sounds correctly or fluently, or has problems with his or her voice, then he or she may have needs in the area of stuttering.
     
    Therefore, children who demonstrate non developmental sound errors and or children who stutter and/or whose voices sound hoarse or nasal have needs in the area of speech.
    • Children who demonstrate need and eligibility in the area of voice or fluency may be eligible to receive services through an IEP or Individual Education Plan.
    • Needs in the area of articulation only may be able to be met via a Response to Intervention program [RtI] OR an Individual Education Plan [IEP].
    • Please refer to the RtI and IEP sections for more information on these topics.

     

     
     
     
                               Language is made up of socially shared rules that include the following:
     
     
     

    What words mean (e.g., "star" can refer to a bright object in the night sky or a celebrity)

    How to make new words (e.g., friend, friendly, unfriendly)

    How to put words together (e.g., "Peg walked to the new store" rather than "Peg walk store new")

    What word combinations are best in what situations ("Would you mind moving your foot?" could quickly change to "Get off my foot, please!" if the first request did not produce results).

    • Children with receptive and/or expressive language disorder typically do not have a good understanding of the meaning of words and how and when to use them. Because of this, they may have trouble following directions and speaking in long sentences.

     

    • When a child has trouble understanding others (receptive language), or sharing thoughts, ideas, and feelings completely (expressive language), then he or she may have a language disorder.

     

     
     
     
                                                               SPEECH-LANGUAGE SERVICES 
    • Your child's needs may be met through a variety of interventions including classroom accommodations and support, pull out services and/or push-in services.
     
    • If your child demonstrates eligibility and a need, then your child's needs may be addressed through an IEP or Individual Education Plan.
     
                                                                         ADDITIONAL FACTS________

    Language and speech disorders can exist together or by themselves.


    The problem can be from mild to severe.


    A speech-language evaluation must be completed in order to diagnose BOTH speech and language disorders/delays.


    Your permission will be obtained prior to any formal testing.


     


     
     
     
     
     
     
    Resource: www.asha.org