STUDENT WITH

COMMUNICATIO
N DISORDER
Communication
It is the exchange of information, ideas,
needs and desires between two or more
persons. And also it is an interactive
process where there is intention to send
message, a sender who encodes and
express the message, a receiver who
decodes the message and gives respond
and shared means of communication.
Speech
It is an actual behavior of producing a
language code by making a appropriate
vocal sound patterns (Hubbell,1985,
cited in Heward, 2003). It is the
neuromuscular act of producing sounds
that are used in language.
Language
Every country has its own language
system
that people use to communicate with each
other through the meaning given to sounds,
words, gestures and other components of
the language. Language is a “code whereby
ideas about the world are expressed
through a conventional system of arbitrary
signals for communication”(Lahey, 1988,
cited in Heward, 2003).
Communication disorder
A communication disorder is an impairment
in the ability to receive, send, process, and
comprehend information, resulting in
difficulties with verbal, nonverbal, and
written communication. Children and
adolescents who have a communication
disorder or a speech-language impairment
have significant challenges communicating
with others.
Most communication disorders have an
unknown cause, but they may be
developmental or acquired. Possible causes
include:

 Exposure to toxins and substances while

in the womb

 Traumatic brain injuries or tumors in the

brain area responsible for communication
Stroke and other neurological
disorders

Structural impairments, such as

cleft lip or cleft palate

Vocal cord injury due to misuse

and abuse
SPEECH DISORDER

Speech disorders are

impairments in the production
and use of oral language. They
include disabilities in making
speech sounds, producing
speech with a normal flow and
producing voice.
Three major types of
speech impairments

1. Articulation Disorders
2. Dysfluencies (fluency
problems)
3. Voice problems
1. Articulation Disorders
Articulation is the physical production
of speech sounds in sequence to form
spoken words. An articulation disorder
is characterized by defective
production of individual speech sounds.
This can cause poor speech
intelligibility.
Articulation errors include the following:

Substitution: when one sound is used for

another
Example: I see the rabbit - I tee the wabbit

Omission: when a sound or syllable of a word is

left out
Example: I want a banana - I wanna nana
Distortion: when a variation of the
intended sound is produced
Example: existence of a lisp, causing an
incorrect pronunciation of a letter,
such as s or p

Addition: when an extra sound is

inserted
Example: I miss her - I missid her
2. Dysfluencies
• The most common fluency disorder is
stuttering, which involves the repetition of
sounds or syllables or prolonged sounds as
primary speech characteristics. Fluency
disorders affect students most commonly
between the ages of 2 and 10. In addition,
boys are more commonly affected than
girls. However, many children experience
periods of dysfluency lasting about 6
months, usually between ages 2 and 6.
• Fluency disorders interrupt the natural,
smooth flow of speech with inappropriate
pauses, hesitations, or repetitions. Unlike
normal speech that makes use of rhythm
and timing, so that words and phrases flow
easily, fluency disorders are characterized
by unnatural variations in speed, stress and
pauses. Characteristics include repetitions
of initial sounds, part of words, whole
words, and phrases.
Other dysfluencies include
prolongations
(I want s-s-s-some) and interjections
(I want um-um-um some water).
Some children may also show excessive
tension, struggle behavior (blocks), eye
blinks, facial movements, or other body
movements while communicating.
3. Voice problems
• Occurs when the child’s voice is unusual
considering the age and sex of the child
characterized by unusual pitch, loudness or
quality of sound. Pitch is the highness or
lowness of a sound based on the frequency
of the sound waves. Loudness is the
perceived volume (or amplitude) of the
sound. Sound quality refers to the character
or distinctive attributes of a sound.
• A voice disorder is characterized by
abnormal production or absence of vocal
quality, pitch, loudness, resonance, and
duration that is inappropriate for an
individual’s age and sex. For example,
students with voice disorders may have a
hoarse voice, speak in a high pitch, speak
with no changes in pitch, or speak
excessively loudly or softly (ASHA, 1993;
Smiley et al., 2022).
Characteristics of Speech
Disorder
• Trouble forming sounds (called articulation or
Phonological disorders)
• Difficulties with the pitch, volume, or quality of the
voice
• Substitutes sounds when pronouncing words
• Does not use appropriate speaking volume (too
loud or too soft)
• Frequently prolongs or repeats sounds, words,
phrases and/or sentences during speech
• Has unintelligible (cannot be understood) or
indistinct speech
LANGUAGE DISORDER
Language disorders include problems in
comprehension and expression. The
American Speech-Language-Association
(ASLA) defines language disorders as the
abnormal acquisition, comprehension or
expression of spoken or written language.
Individuals with language disorders
frequently have problems in sentence
processing and retrieving information from
short and long term memory.
Children with language disorder manifest
delays or lags in language development. The
lack of age appropriate comprehension or
receptive and expressive abilities in the basic
facet of communication namely, listening,
speaking, and reading. However, a child who
has a language delay may not necessary
have a language disorder. On the other hand,
a language disorder is present when there is a
disruption in the usual rate and sequence of
the milestones in the language development.
The following factors can contribute to
language disorders in children (Chaney and
Frodoma, 1982, cited in Heward. 2003):
1. Cognitive limitations or mental
retardation
2. Environmental deprivation
3. Hearing impairments
4. Emotional deprivation or behavioral
disorders
5. Structural abnormalities of the speech
Language disorders include difficulties
with the form of language (i.e.,
phonology, morphology, or syntax), the
content of language (i.e., semantics), or
the function of language (i.e.,
pragmatics).
• Form of Language
Students with language disorders that
involve the form of language may
experience difficulty with phonology or the
sound system of a language and the rules
that govern the sound combinations. For
example, students may substitute one
consonant sound for another or omit
certain consonant sounds entirely.
Students may also struggle with
morphology or the system that
governs the structure of words and
the construction of word forms. For
example, students may omit a
specific morpheme such as the “s”
that makes nouns plural.
• Content of Language

Students with language disorders

that involve the content of
language experience difficulty with
semantics or the system that
governs the meanings of words and
sentences. For example, students
may have difficulty understanding
metaphors.
• Function of Language
Students with language disorders that
involve the function of language experience
difficulty with pragmatics or the system that
combines form of language and content of
language into functional and socially
appropriate communication. For example,
students may have difficulty participating in
a conversation
A language disorder Is characterized by difficulty
with the meaning conveyed during speech,
writing or even gestures. Language disorders can
include problems with the following components
of language:

1. Receptive Language Disorders: The child

may have difficulty understanding the words and
sentence structures and seem to have poor
attention to the speech of others. Therefore, he
or she may have difficulty following directions
and learning.
2.Expressive Language Disorders:
The child may have difficulty coming up
with the right words when talking or be
unable to combine the words
appropriately for sentences. As a result,
the child may have a very limited
vocabulary or use of inappropriate
words. He or she may speech using
short, “telegraphic” phrases and
sentences or talk with faulty sentence
Some examples of language disorders
are:

1. Central auditory processing

disorder – is a problem in rocessing
sounds attributed to hearing loss or
intellectual capacity.

2. Aphasia – is a language disorder

3. Apraxia is also known as verbal
apraxia or dyspraxia – is a condition
where the child has trouble saying what
he or she wants to say correctly and
consistently.

4. Dysarthia – is tge speech condition

where the weakening of the muscles of
the mouth, face and respiratory system
affects the productiom or oral
Teaching strategies for
students with
communication disorder
Teachers can use a variety of strategies to
support students with communication disorders.
These include:

• Modifying Language: Teachers can simplify

instructions by using short, clear sentences and
breaking tasks into smaller steps. Visual
supports, such as pictures or gestures, can also
be used to reinforce verbal instructions (McLeod
& Baker, 2021).
• Providing Speech Therapy:
Collaboration with an SLP is essential.
Speech therapy can be integrated into
the student’s day through targeted
activities that align with classroom
content. Teachers and SLPs can work
together to reinforce communication
goals (Paul & Norbury, 2012).
• Fostering Communication in the
Classroom: Teachers should create a
supportive environment that encourages
students to practice their communication
skills. This can include providing
opportunities for peer interactions, using
cooperative learning activities, and
providing feedback that encourages the use
of communication strategies (McLeod &
Baker, 2021).
• Positive Reinforcement: Offering
praise and encouragement can help
build a student’s confidence in their
communication abilities. This is
especially important for students who
may feel self-conscious about their
speech or language difficulties (Paul &
Norbury, 2012).