Speech or Language Impairments
Federal Definition (Including IDEA) and other commonly used definitions)
The capacity to use expressive and/or receptive language is significantly limited, impaired, or delayed and is exhibited by difficulties in one or more of the following areas: speech, such as articulation and/or voice; conveying, understanding, or using spoken, written, or symbolic language. The term may include a student with impaired articulation, stuttering, language impairment, or voice impairment if such impairment adversely affects the student's educational performance. http://www.doe.mass.edu/sped/definitions.html
Speech or language impairment: A communication disorder such as stuttering, impaired articulation, language impairment, or a voice impairment that adversely affects a child's educational performance. http://www.ericdigests.org/1999-4/ideas.htm
Causations of disabilities (when known)
· Communication. The process of sharing information.
· Communicative function. Acts of communication, such as requesting, rejecting, commenting, arguing, and reasoning
· Communication disorders. Impairments in the ability to use speech or language to communicate
· Language. An arbitrary code or system of symbols to communicate meaning
· Expressive language. Encoding or sending messages in communication
· Receptive language. Decoding or understanding messages in communication
· Speech. The formation and sequencing or oral language sounds during communication
· Augmentative or alternative communication (AAC). Alternative forms of communication that do not use the oral sounds of speech or that augment the use of speech
· Speech disorders. Oral communication that involves abnormal use of the vocal apparatus, is unintelligible, or is so inferior that it draws attention to itself and causes anxiety, feelings of inadequacy, or inappropriate behavior in the speaker
· Language disorders. Oral communication that involves a lag in the ability to understand and express ideas, putting linguistic skill behind an individual’s development in other areas, such as motor, cognitive, or social development
· Phonology. The study of how individual sounds make up words
· Morphology. The study within psycholinguistics of word formation; how adding or deleting parts of words changes their meaning
· Syntax. The way words are joined together to structure meaningful sentences; grammar
· Semantics. The study of the meanings attached to words and sentences
· Pragmatics. The study within psycholinguistics of how people use language in social situations; emphasizes the functional use of language, rather than mechanics
· Dialect. Systematic language variations that are the rule-governed. Typically, a dialect refers to a language variation of a particular group of speakers of a particular language (i.e. regional or cultural differences in language patterns).
· Specific language impairment (SLI). A language disorder with no identifiable cause; language disorder not attributable to hearing impairment, intellectual disabilities, brain dysfunction, or other plausible cause; also called specific language disability.
· Early expressive language delay (EELD). A significant lag in the development of expressive language that is apparent by age 2.
· Language-based reading impairment. A reading problem that is based on a language problem.
(Hallahan, Kauffman, and Pullen, 2009, p. 303- 312)
Characteristics of disabilities
· Phonological disorders. A phonological disorder is a disorder that occurs in children who are younger than 9 years old. The disorder results in the impaired ability to produce sounds in his or her own language.
· Phonological awareness. The ability to understand that speech flow can be broken into smaller sound units such as words, syllables, and phonemes; lack of such awareness is generally thought to be the reason for the reading problems of many students with learning disabilities.
· Larynx. The structure in the throat containing the vocal apparatus (vocal cords); laryngitis is a temporary loss of voice caused by inflammation of the larynx.
· Aphonia. Loss of voice.
· Resonance. The quality of the sound imparted by the size, shape, and texture of the organs in the vocal tract.
· Cleft palate. A condition in which there is a rift or split in the upper part of the oral cavity; may include the upper lip (cleft lip).
· Dysfluencies. Hesitations, repetitions, and other disruptions of normal speech flow.
· Stuttering. Speech characterized by abnormal hesitations, prolongations, and repetitions; may be accompanied by grimaces, gestures, or other bodily movements indicative of a struggle to speak, anxiety, blocking speech, or avoidance of speech.
· Dysarthria. A condition in which brain damage causes impaired control of the muscles used in articulation.
· Apraxia. The inability to plan and coordinate speech.
· Cerebral palsy. A condition characterized by paralysis, weakness, lack of coordination, and /or other motor dysfunction; caused by damage to the brain before it has matured.
· Developmental apraxia. A disorder of speech or language involving problems in motor planning such that the child has difficulty in producing speech sounds and organizing words and word sounds for effective communication. The cause may be unknown.
· Acquired apraxia. As in developmental apraxia, there are problems in motor planning such that the child has difficulty in producing speech sound and organizing words and word sounds for effective communication. However, the problem in known to be caused by neurological damage.
(Hallahan, Kauffman, and Pullen, 2009, p. 314- 319)
What does a student with (specific disability) need from a teacher (regarding structure and organization, curriculum, expectations, special adaptations, transition, and/or social relationships with peers)?
· Children with all types of disabilities are increasingly placed in the general education classroom. This means that all teachers must become aware of how they can address language problems in the class (Owen, 2004; Throneburg, Calvert, Sturm, Paramboukas, & Paul, 2000). (Hallahan, Kauffman, and Pullen, 2009, p. 319 p.7)
· Facilitating the Social Use of Language
· Question-Asking Strategies
· The teacher’s role is not merely to instruct students about language but also to teach them how to use it. More specifically, the teacher must help students learn how to use language in the context of the classroom.
· The teacher’s own use of language is a key factor in helping students learn effectively, especially if students have language disorders.
· Teaching Literacy: Reading and Written Expression
· Decoding. The ability to convert print to spoken language; dependent on phonemic awareness and understanding of the alphabetic principles; a significant problem for many people with reading disabilities.
· Assessment of Progress.
o What the child talks about and should be taught to talk about.
o How the child talks about things and how he or she could be taught to speak of those things more intelligibly.
o How the child functions in the contex of his or her linguistic community.
o How the child uses language and how the child’s language use could be made to serve the purposes of communication and socialization more effectively.
· Progress Monitoring.
· Dynamic assessments. Dynamic assessment is an approach to assessment and intervention that is interactive. The speech-language pathologist tests a student, uses the results to guide instruction, and then tests the student again. The cycle is continued throughout the intervention process.
· Speech-language pathologist. A speech-language pathologist (SLP) is a specialist in the assessment, treatment, and prevention of communication disorders.
· Curriculum-based language and communication assessment (CBLA). Curriculum-based language assessment is a method of evaluating the speech and language skills that a student needs to be successful in the school curriculum.
· Outcome Measures
· Accommodations. These will be similar to those students with learning disabilities.
· Early Development and Early Intervention.
· Delayed Language Development.
· Prelinguistic communication. Communication through gestures and noises before the child has learned oral language.
· Milieu teaching. A naturalistic approach to language intervention in which the goal is to teach functional language skills in a natural environment.
· Involvement of Families
Organizations that support, work for, or advocate for the disability.
Association for Research in Otolaryngology (ARO)
Address: 19 Mantua Road, Mt. Royal, NJ, 08061
E-mail: [email protected]
Internet: www.aro.org
Acoustical Society of America (ASA)
Address: 2 Huntington Quadrangle, Suite 1NO1, Melville, NY, 11747-4502
E-mail: [email protected]
Internet: asa.aip.org
ABLEDATA
Address: 8630 Fenton Street, Suite 930, Silver Spring, MD, 20910
E-mail: [email protected]
Internet: www.abledata.com
American Broncho-Esophagological Association (ABEA)
Address: Stanford University, 801 Welch Road, Stanford, CA, 94305-5739
E-mail: [email protected]
Internet: www.abea.net
Audiology and Speech Pathology Services, U.S. Department of Veterans Affairs (VA)
Address: VA Medical Center, 50 Irving Street, NW, Washington, DC, 20422
E-mail: [email protected]
American Academy of Otolaryngology--Head and Neck Surgery (AAO-HNS)
Address: 1650 Diagonal Road, Alexandria, VA, 22314-2857
E-mail: [email protected]
Internet: www.entnet.org
Agency for Healthcare Research and Quality (AHRQ)
Address: 540 Gaither Road, Rockville, MD, 20850
E-mail: [email protected]
Internet: www.ahrq.gov
Aphasia Hope Foundation (AHF)
Address: P.O. Box 26304, Shawnee Mission, KS, 66225-6304
E-mail: [email protected]
Internet: www.aphasiahope.org
Association of University Centers on Disabilities (AUCD)
Address: 1010 Wayne Avenue, Suite 920, Silver Spring, MD, 20910
E-mail: [email protected]
Internet: www.aucd.org
American Association for the Advancement of Science (AAAS)
Address: 1200 New York Avenue, NW, Washington, DC, 20005
E-mail: [email protected]
Internet: www.entrypoint.org
American Speech-Language-Hearing Association (ASHA)
Address: 2200 Research Blvd., Rockville, MD, 20850
E-mail: [email protected]
Internet: www.asha.org
American Cleft Palate-Craniofacial Association (ACPA) and Cleft Palate Foundation (CPF)
Address: 1504 East Franklin Street, Suite 102, Chapel Hill, NC, 27514
E-mail: CPF E-mail: [email protected]
Internet: www.cleftline.org / www.acpa-cpf.org
Association of Academic Physiatrists (AAP)
Address: 1106 North Charles Street, Suite 201, Baltimore, MD, 21201
E-mail: [email protected]
Internet: www.physiatry.org
American Speech-Language-Hearing Foundation (ASHFoundation)
Address: 2200 Research Blvd., Rockville, MD, 20850
E-mail: [email protected]
Internet: www.ASHfoundation.org
Birth Defect Research for Children, Inc. (BDRC)
Address: 800 Celebration Avenue, Suite 225, Celebration, FL, 34747
E-mail: [email protected]
Internet: www.birthdefects.org
Brain Injury Association of America
Address: 8201 Greensboro Drive, Suite 611, McLean, VA, 22102
E-mail: [email protected]
Internet: www.biausa.org
CHERAB Foundation
Address: P.O. Box 8524, Port St. Lucie , FL, 34952
E-mail: [email protected]
Internet: www.cherab.org / www.speechville.com
Centers for Medicare and Medicaid Services (CMS)
Address: 7500 Security Boulevard, Baltimore, MD, 21244-1850
Internet: www.cms.gov / www.medicare.gov
Council for Exceptional Children (CEC)
Address: 1110 North Glebe Road, Suite 300, Arlington, VA, 22201
E-mail: [email protected]
Internet: www.cec.sped.org
Council for Learning Disabilities (CLD)
Address: 11184 Antioch Road, #405, Overland Park, KS, 66210
E-mail: [email protected]
Internet: www.cldinternational.org
Clearinghouse on Disability Information, Office of Special Education and Rehabilitative Services (OSERS)
Address: 550 12th Street, SW, Room 5133, Washington, DC, 20004
Internet: www.ed.gov/about/offices/list/osers/index.html
Council of Academic Programs in Communication Sciences and Disorders (CAPCSD)
Address: P.O. Box 26532, Minneapolis, MN, 55426
E-mail: [email protected]
Internet: www.capcsd.org
Childhood Apraxia of Speech Association of North America (CASANA)
Address: 1151 Freeport Road, #243, Pittsburgh, PA, 15238
E-mail: [email protected]
Internet: www.apraxia-kids.org
Disability Rights Section, Civil Rights Division, U.S. Department of Justice (DOJ)
Address: 950 Pennsylvania Avenue, NW, Washington, DC, 20530
Internet: www.ada.gov
Disability Rights Office, Consumer & Governmental Affairs Bureau, Federal Communications Commission (FCC)
Address: 445 12th Street, SW, Washington, DC, 20554
E-mail: [email protected]
Internet: www.fcc.gov/cgb/dro
Easter Seals, Inc.
Address: 230 West Monroe, Suite 1800, Chicago, IL, 60606
E-mail: [email protected]
Internet: www.easterseals.com
Gallaudet University (GU) and Laurent Clerc National Deaf Education Center
Address: 800 Florida Avenue, NE, Washington, DC, 20002-3695
E-mail: [email protected]
Internet: www.gallaudet.edu
Hands & Voices National
Address: P.O. Box 3093, Boulder, CO, 80307
E-mail: [email protected]
Internet: www.handsandvoices.org
Institute for Neurogenic Communication Disorders
Address: Speech and Hearing Sciences Building, University of Arizona, Tucson, AZ, 85721-0071
E-mail: [email protected]
Internet: cnet.shs.arizona.edu
Job Accommodation Network (JAN)
Address: P.O. Box 6080, Morgantown, WV, 26506-6080
E-mail: [email protected]
Internet: www.jan.wvu.edu
National Dissemination Center for Children with Disabilities (NICHCY)
Address: P.O. Box 1492, Washington, DC, 20013-1492
E-mail: [email protected]
Internet: www.nichcy.org
National Cued Speech Association (NCSA), Deaf Children’s Literacy Project
Address: 5619 McLean Drive, Bethesda, MD, 20814
E-mail: [email protected]
Internet: www.cuedspeech.org
National Association of State Directors of Special Education, Inc. (NASDSE)
Address: 1800 Diagonal Road, Suite 320, Alexandria, VA, 22314
E-mail: [email protected]
Internet: www.nasdse.org
National Rehabilitation Information Center (NARIC)
Address: 8201 Corporate Drive, Suite 600, Landover, MD, 20785
E-mail: [email protected]
Internet: www.naric.com
National Institute for Rehabilitation Engineering (NIRE)
Address: P.O. Box 1088, Hewitt, NJ, 07421
E-mail: [email protected]
National Aphasia Association (NAA)
Address: 350 7th Avenue, Suite 902, New York, NY, 10001
E-mail: [email protected]
Internet: www.aphasia.org
National Center on Deafness (NCOD)
Address: 18111 Nordhoff Street, California State University, Northridge, CA, 91330-8267
E-mail: [email protected]
Internet: ncod.csun.edu
National Stuttering Association (NSA)
Address: 119 West 40th Street, 14th Floor, New York, NY, 10018
E-mail: [email protected]
Internet: www.westutter.org
National Black Association for Speech-Language and Hearing (NBASLH)
Address: 800 Perry Highway, Suite 3, Pittsburgh, PA, 15229
E-mail: [email protected]
Internet: www.nbaslh.org
National Center for Voice and Speech (NCVS)
Address: The Denver Center for the Performing Arts, 1101 13th Street, Denver, CO, 80204-5319
E-mail: [email protected]
Internet: www.ncvs.org
National Organization for Rare Disorders (NORD)
Address: P.O. Box 1968, 55 Kenosia Avenue, Danbury, CT, 06813-1968
E-mail: [email protected]
Internet: www.rarediseases.org
National Institute on Deafness and Other Communication Disorders (NIDCD)
Address: Office of Health Communication and Public Liaison, 31 Center Drive, MSC 2320, Bethesda, MD, 20892-2320
E-mail: [email protected]
Internet: www.nidcd.nih.gov
National Center for Health Statistics (NCHS), Centers for Disease Control and Prevention (CDC)
Address: 3311 Toledo Road, Hyattsville, MD, 20782
E-mail: [email protected]
Internet: www.cdc.gov/nchs
Office of Disability Employment Policy (ODEP)
Address: U.S. Department of Labor, Suite S1303, 200 Constitution Avenue, NW, Washington, DC, 20210
E-mail: [email protected]
Internet: www.dol.gov/odep
Office of Special Education Programs (OSEP), Office of Special Education and Rehabilitative Services (OSERS)
Address: 550 12th Street, SW, Room 4109, Washington, DC, 20202-2600
Internet: www.ed.gov/about/offices/list/osers/osep/index.html
Stuttering Foundation of America (SFA)
Address: 3100 Walnut Grove Road, Suite 603, Memphis, TN, 38111
E-mail: [email protected]
Internet: www.stutteringhelp.org / www.tartamudez.org
The Triological Society (formerly the American Laryngological, Rhinological, and Otological Society)
Address: 555 North 30th Street, Omaha, NE, 68131
E-mail: [email protected]
Internet: www.triological.org
United States Society for Augmentative and Alternative Communication (USSAAC)
Address: P.O. Box 10906, Baltimore, MD, 21214
E-mail: [email protected]
Internet: www.USSAAC.org
http://www.nidcd.nih.gov/directory/area.asp?area
Long term implications of the disability on adolescents and adults.
A major concern of transition programming is ensuring that the training and support provided during the school years are carried over into adult life. To be successful, the transition must include speech-language services that are part of the natural environment. That is, the services must be community based and integrated into vocational, domestic, recreational, consumer, and mobility training areas.
(Hallahan, Kauffman, and Pullen, 2009, p. 331- 332)
Current trends
· Current trends are directed toward providing speech and language interventions in the typical environments of young children. This means that classroom teachers and speech-language pathologists must develop a close working relationship.
· Normally developing peers have been taught to assist in the language development of children with disabilities during playtimes: establishing eye contact; describing their own and other’s play; and repeating, expanding, or requesting clarification of what the child with disabilities says.
· Peer tutors can help in developing the speech and language of their classmates who may use different dialects.
· Social dramatic play. Children are taught in groups of three, including a child with disabilities, to act out social roles such as those people might take in various settings (e.g., a restaurant or shoe store).
(Hallahan, Kauffman, and Pullen, 2009, p. 330 p.1)
Annotated bibliography of at least 6 resources
(websites, booklist, articles) for each disability area
· An important Website to visit for more information about communication disorders is the home page of the American Speech-Language-Hearing Association at www.asha.org
· For information about normal speech and language development and the difference between speech disorder and language disorder, visit the Speech-Language Pathology site at home.ica.net/~fred
· For information about the cleft lip, cleft palate, and other cranio-facial deformities and effects on speech, see SMILES at www.cleft.org
· More information about stuttering is available at the following sites: National Center for Stuttering at www.stuttering.com and the Stuttering Foundation of America at www.stuttersfa.org
(Hallahan, Kauffman, and Pullen, 2009, p. 303-317)
The capacity to use expressive and/or receptive language is significantly limited, impaired, or delayed and is exhibited by difficulties in one or more of the following areas: speech, such as articulation and/or voice; conveying, understanding, or using spoken, written, or symbolic language. The term may include a student with impaired articulation, stuttering, language impairment, or voice impairment if such impairment adversely affects the student's educational performance. http://www.doe.mass.edu/sped/definitions.html
Speech or language impairment: A communication disorder such as stuttering, impaired articulation, language impairment, or a voice impairment that adversely affects a child's educational performance. http://www.ericdigests.org/1999-4/ideas.htm
Causations of disabilities (when known)
· Communication. The process of sharing information.
· Communicative function. Acts of communication, such as requesting, rejecting, commenting, arguing, and reasoning
· Communication disorders. Impairments in the ability to use speech or language to communicate
· Language. An arbitrary code or system of symbols to communicate meaning
· Expressive language. Encoding or sending messages in communication
· Receptive language. Decoding or understanding messages in communication
· Speech. The formation and sequencing or oral language sounds during communication
· Augmentative or alternative communication (AAC). Alternative forms of communication that do not use the oral sounds of speech or that augment the use of speech
· Speech disorders. Oral communication that involves abnormal use of the vocal apparatus, is unintelligible, or is so inferior that it draws attention to itself and causes anxiety, feelings of inadequacy, or inappropriate behavior in the speaker
· Language disorders. Oral communication that involves a lag in the ability to understand and express ideas, putting linguistic skill behind an individual’s development in other areas, such as motor, cognitive, or social development
· Phonology. The study of how individual sounds make up words
· Morphology. The study within psycholinguistics of word formation; how adding or deleting parts of words changes their meaning
· Syntax. The way words are joined together to structure meaningful sentences; grammar
· Semantics. The study of the meanings attached to words and sentences
· Pragmatics. The study within psycholinguistics of how people use language in social situations; emphasizes the functional use of language, rather than mechanics
· Dialect. Systematic language variations that are the rule-governed. Typically, a dialect refers to a language variation of a particular group of speakers of a particular language (i.e. regional or cultural differences in language patterns).
· Specific language impairment (SLI). A language disorder with no identifiable cause; language disorder not attributable to hearing impairment, intellectual disabilities, brain dysfunction, or other plausible cause; also called specific language disability.
· Early expressive language delay (EELD). A significant lag in the development of expressive language that is apparent by age 2.
· Language-based reading impairment. A reading problem that is based on a language problem.
(Hallahan, Kauffman, and Pullen, 2009, p. 303- 312)
Characteristics of disabilities
· Phonological disorders. A phonological disorder is a disorder that occurs in children who are younger than 9 years old. The disorder results in the impaired ability to produce sounds in his or her own language.
· Phonological awareness. The ability to understand that speech flow can be broken into smaller sound units such as words, syllables, and phonemes; lack of such awareness is generally thought to be the reason for the reading problems of many students with learning disabilities.
· Larynx. The structure in the throat containing the vocal apparatus (vocal cords); laryngitis is a temporary loss of voice caused by inflammation of the larynx.
· Aphonia. Loss of voice.
· Resonance. The quality of the sound imparted by the size, shape, and texture of the organs in the vocal tract.
· Cleft palate. A condition in which there is a rift or split in the upper part of the oral cavity; may include the upper lip (cleft lip).
· Dysfluencies. Hesitations, repetitions, and other disruptions of normal speech flow.
· Stuttering. Speech characterized by abnormal hesitations, prolongations, and repetitions; may be accompanied by grimaces, gestures, or other bodily movements indicative of a struggle to speak, anxiety, blocking speech, or avoidance of speech.
· Dysarthria. A condition in which brain damage causes impaired control of the muscles used in articulation.
· Apraxia. The inability to plan and coordinate speech.
· Cerebral palsy. A condition characterized by paralysis, weakness, lack of coordination, and /or other motor dysfunction; caused by damage to the brain before it has matured.
· Developmental apraxia. A disorder of speech or language involving problems in motor planning such that the child has difficulty in producing speech sounds and organizing words and word sounds for effective communication. The cause may be unknown.
· Acquired apraxia. As in developmental apraxia, there are problems in motor planning such that the child has difficulty in producing speech sound and organizing words and word sounds for effective communication. However, the problem in known to be caused by neurological damage.
(Hallahan, Kauffman, and Pullen, 2009, p. 314- 319)
What does a student with (specific disability) need from a teacher (regarding structure and organization, curriculum, expectations, special adaptations, transition, and/or social relationships with peers)?
· Children with all types of disabilities are increasingly placed in the general education classroom. This means that all teachers must become aware of how they can address language problems in the class (Owen, 2004; Throneburg, Calvert, Sturm, Paramboukas, & Paul, 2000). (Hallahan, Kauffman, and Pullen, 2009, p. 319 p.7)
· Facilitating the Social Use of Language
· Question-Asking Strategies
· The teacher’s role is not merely to instruct students about language but also to teach them how to use it. More specifically, the teacher must help students learn how to use language in the context of the classroom.
· The teacher’s own use of language is a key factor in helping students learn effectively, especially if students have language disorders.
· Teaching Literacy: Reading and Written Expression
· Decoding. The ability to convert print to spoken language; dependent on phonemic awareness and understanding of the alphabetic principles; a significant problem for many people with reading disabilities.
· Assessment of Progress.
o What the child talks about and should be taught to talk about.
o How the child talks about things and how he or she could be taught to speak of those things more intelligibly.
o How the child functions in the contex of his or her linguistic community.
o How the child uses language and how the child’s language use could be made to serve the purposes of communication and socialization more effectively.
· Progress Monitoring.
· Dynamic assessments. Dynamic assessment is an approach to assessment and intervention that is interactive. The speech-language pathologist tests a student, uses the results to guide instruction, and then tests the student again. The cycle is continued throughout the intervention process.
· Speech-language pathologist. A speech-language pathologist (SLP) is a specialist in the assessment, treatment, and prevention of communication disorders.
· Curriculum-based language and communication assessment (CBLA). Curriculum-based language assessment is a method of evaluating the speech and language skills that a student needs to be successful in the school curriculum.
· Outcome Measures
· Accommodations. These will be similar to those students with learning disabilities.
· Early Development and Early Intervention.
· Delayed Language Development.
· Prelinguistic communication. Communication through gestures and noises before the child has learned oral language.
· Milieu teaching. A naturalistic approach to language intervention in which the goal is to teach functional language skills in a natural environment.
· Involvement of Families
Organizations that support, work for, or advocate for the disability.
Association for Research in Otolaryngology (ARO)
Address: 19 Mantua Road, Mt. Royal, NJ, 08061
E-mail: [email protected]
Internet: www.aro.org
Acoustical Society of America (ASA)
Address: 2 Huntington Quadrangle, Suite 1NO1, Melville, NY, 11747-4502
E-mail: [email protected]
Internet: asa.aip.org
ABLEDATA
Address: 8630 Fenton Street, Suite 930, Silver Spring, MD, 20910
E-mail: [email protected]
Internet: www.abledata.com
American Broncho-Esophagological Association (ABEA)
Address: Stanford University, 801 Welch Road, Stanford, CA, 94305-5739
E-mail: [email protected]
Internet: www.abea.net
Audiology and Speech Pathology Services, U.S. Department of Veterans Affairs (VA)
Address: VA Medical Center, 50 Irving Street, NW, Washington, DC, 20422
E-mail: [email protected]
American Academy of Otolaryngology--Head and Neck Surgery (AAO-HNS)
Address: 1650 Diagonal Road, Alexandria, VA, 22314-2857
E-mail: [email protected]
Internet: www.entnet.org
Agency for Healthcare Research and Quality (AHRQ)
Address: 540 Gaither Road, Rockville, MD, 20850
E-mail: [email protected]
Internet: www.ahrq.gov
Aphasia Hope Foundation (AHF)
Address: P.O. Box 26304, Shawnee Mission, KS, 66225-6304
E-mail: [email protected]
Internet: www.aphasiahope.org
Association of University Centers on Disabilities (AUCD)
Address: 1010 Wayne Avenue, Suite 920, Silver Spring, MD, 20910
E-mail: [email protected]
Internet: www.aucd.org
American Association for the Advancement of Science (AAAS)
Address: 1200 New York Avenue, NW, Washington, DC, 20005
E-mail: [email protected]
Internet: www.entrypoint.org
American Speech-Language-Hearing Association (ASHA)
Address: 2200 Research Blvd., Rockville, MD, 20850
E-mail: [email protected]
Internet: www.asha.org
American Cleft Palate-Craniofacial Association (ACPA) and Cleft Palate Foundation (CPF)
Address: 1504 East Franklin Street, Suite 102, Chapel Hill, NC, 27514
E-mail: CPF E-mail: [email protected]
Internet: www.cleftline.org / www.acpa-cpf.org
Association of Academic Physiatrists (AAP)
Address: 1106 North Charles Street, Suite 201, Baltimore, MD, 21201
E-mail: [email protected]
Internet: www.physiatry.org
American Speech-Language-Hearing Foundation (ASHFoundation)
Address: 2200 Research Blvd., Rockville, MD, 20850
E-mail: [email protected]
Internet: www.ASHfoundation.org
Birth Defect Research for Children, Inc. (BDRC)
Address: 800 Celebration Avenue, Suite 225, Celebration, FL, 34747
E-mail: [email protected]
Internet: www.birthdefects.org
Brain Injury Association of America
Address: 8201 Greensboro Drive, Suite 611, McLean, VA, 22102
E-mail: [email protected]
Internet: www.biausa.org
CHERAB Foundation
Address: P.O. Box 8524, Port St. Lucie , FL, 34952
E-mail: [email protected]
Internet: www.cherab.org / www.speechville.com
Centers for Medicare and Medicaid Services (CMS)
Address: 7500 Security Boulevard, Baltimore, MD, 21244-1850
Internet: www.cms.gov / www.medicare.gov
Council for Exceptional Children (CEC)
Address: 1110 North Glebe Road, Suite 300, Arlington, VA, 22201
E-mail: [email protected]
Internet: www.cec.sped.org
Council for Learning Disabilities (CLD)
Address: 11184 Antioch Road, #405, Overland Park, KS, 66210
E-mail: [email protected]
Internet: www.cldinternational.org
Clearinghouse on Disability Information, Office of Special Education and Rehabilitative Services (OSERS)
Address: 550 12th Street, SW, Room 5133, Washington, DC, 20004
Internet: www.ed.gov/about/offices/list/osers/index.html
Council of Academic Programs in Communication Sciences and Disorders (CAPCSD)
Address: P.O. Box 26532, Minneapolis, MN, 55426
E-mail: [email protected]
Internet: www.capcsd.org
Childhood Apraxia of Speech Association of North America (CASANA)
Address: 1151 Freeport Road, #243, Pittsburgh, PA, 15238
E-mail: [email protected]
Internet: www.apraxia-kids.org
Disability Rights Section, Civil Rights Division, U.S. Department of Justice (DOJ)
Address: 950 Pennsylvania Avenue, NW, Washington, DC, 20530
Internet: www.ada.gov
Disability Rights Office, Consumer & Governmental Affairs Bureau, Federal Communications Commission (FCC)
Address: 445 12th Street, SW, Washington, DC, 20554
E-mail: [email protected]
Internet: www.fcc.gov/cgb/dro
Easter Seals, Inc.
Address: 230 West Monroe, Suite 1800, Chicago, IL, 60606
E-mail: [email protected]
Internet: www.easterseals.com
Gallaudet University (GU) and Laurent Clerc National Deaf Education Center
Address: 800 Florida Avenue, NE, Washington, DC, 20002-3695
E-mail: [email protected]
Internet: www.gallaudet.edu
Hands & Voices National
Address: P.O. Box 3093, Boulder, CO, 80307
E-mail: [email protected]
Internet: www.handsandvoices.org
Institute for Neurogenic Communication Disorders
Address: Speech and Hearing Sciences Building, University of Arizona, Tucson, AZ, 85721-0071
E-mail: [email protected]
Internet: cnet.shs.arizona.edu
Job Accommodation Network (JAN)
Address: P.O. Box 6080, Morgantown, WV, 26506-6080
E-mail: [email protected]
Internet: www.jan.wvu.edu
National Dissemination Center for Children with Disabilities (NICHCY)
Address: P.O. Box 1492, Washington, DC, 20013-1492
E-mail: [email protected]
Internet: www.nichcy.org
National Cued Speech Association (NCSA), Deaf Children’s Literacy Project
Address: 5619 McLean Drive, Bethesda, MD, 20814
E-mail: [email protected]
Internet: www.cuedspeech.org
National Association of State Directors of Special Education, Inc. (NASDSE)
Address: 1800 Diagonal Road, Suite 320, Alexandria, VA, 22314
E-mail: [email protected]
Internet: www.nasdse.org
National Rehabilitation Information Center (NARIC)
Address: 8201 Corporate Drive, Suite 600, Landover, MD, 20785
E-mail: [email protected]
Internet: www.naric.com
National Institute for Rehabilitation Engineering (NIRE)
Address: P.O. Box 1088, Hewitt, NJ, 07421
E-mail: [email protected]
National Aphasia Association (NAA)
Address: 350 7th Avenue, Suite 902, New York, NY, 10001
E-mail: [email protected]
Internet: www.aphasia.org
National Center on Deafness (NCOD)
Address: 18111 Nordhoff Street, California State University, Northridge, CA, 91330-8267
E-mail: [email protected]
Internet: ncod.csun.edu
National Stuttering Association (NSA)
Address: 119 West 40th Street, 14th Floor, New York, NY, 10018
E-mail: [email protected]
Internet: www.westutter.org
National Black Association for Speech-Language and Hearing (NBASLH)
Address: 800 Perry Highway, Suite 3, Pittsburgh, PA, 15229
E-mail: [email protected]
Internet: www.nbaslh.org
National Center for Voice and Speech (NCVS)
Address: The Denver Center for the Performing Arts, 1101 13th Street, Denver, CO, 80204-5319
E-mail: [email protected]
Internet: www.ncvs.org
National Organization for Rare Disorders (NORD)
Address: P.O. Box 1968, 55 Kenosia Avenue, Danbury, CT, 06813-1968
E-mail: [email protected]
Internet: www.rarediseases.org
National Institute on Deafness and Other Communication Disorders (NIDCD)
Address: Office of Health Communication and Public Liaison, 31 Center Drive, MSC 2320, Bethesda, MD, 20892-2320
E-mail: [email protected]
Internet: www.nidcd.nih.gov
National Center for Health Statistics (NCHS), Centers for Disease Control and Prevention (CDC)
Address: 3311 Toledo Road, Hyattsville, MD, 20782
E-mail: [email protected]
Internet: www.cdc.gov/nchs
Office of Disability Employment Policy (ODEP)
Address: U.S. Department of Labor, Suite S1303, 200 Constitution Avenue, NW, Washington, DC, 20210
E-mail: [email protected]
Internet: www.dol.gov/odep
Office of Special Education Programs (OSEP), Office of Special Education and Rehabilitative Services (OSERS)
Address: 550 12th Street, SW, Room 4109, Washington, DC, 20202-2600
Internet: www.ed.gov/about/offices/list/osers/osep/index.html
Stuttering Foundation of America (SFA)
Address: 3100 Walnut Grove Road, Suite 603, Memphis, TN, 38111
E-mail: [email protected]
Internet: www.stutteringhelp.org / www.tartamudez.org
The Triological Society (formerly the American Laryngological, Rhinological, and Otological Society)
Address: 555 North 30th Street, Omaha, NE, 68131
E-mail: [email protected]
Internet: www.triological.org
United States Society for Augmentative and Alternative Communication (USSAAC)
Address: P.O. Box 10906, Baltimore, MD, 21214
E-mail: [email protected]
Internet: www.USSAAC.org
http://www.nidcd.nih.gov/directory/area.asp?area
Long term implications of the disability on adolescents and adults.
A major concern of transition programming is ensuring that the training and support provided during the school years are carried over into adult life. To be successful, the transition must include speech-language services that are part of the natural environment. That is, the services must be community based and integrated into vocational, domestic, recreational, consumer, and mobility training areas.
(Hallahan, Kauffman, and Pullen, 2009, p. 331- 332)
Current trends
· Current trends are directed toward providing speech and language interventions in the typical environments of young children. This means that classroom teachers and speech-language pathologists must develop a close working relationship.
· Normally developing peers have been taught to assist in the language development of children with disabilities during playtimes: establishing eye contact; describing their own and other’s play; and repeating, expanding, or requesting clarification of what the child with disabilities says.
· Peer tutors can help in developing the speech and language of their classmates who may use different dialects.
· Social dramatic play. Children are taught in groups of three, including a child with disabilities, to act out social roles such as those people might take in various settings (e.g., a restaurant or shoe store).
(Hallahan, Kauffman, and Pullen, 2009, p. 330 p.1)
Annotated bibliography of at least 6 resources
(websites, booklist, articles) for each disability area
· An important Website to visit for more information about communication disorders is the home page of the American Speech-Language-Hearing Association at www.asha.org
· For information about normal speech and language development and the difference between speech disorder and language disorder, visit the Speech-Language Pathology site at home.ica.net/~fred
· For information about the cleft lip, cleft palate, and other cranio-facial deformities and effects on speech, see SMILES at www.cleft.org
· More information about stuttering is available at the following sites: National Center for Stuttering at www.stuttering.com and the Stuttering Foundation of America at www.stuttersfa.org
(Hallahan, Kauffman, and Pullen, 2009, p. 303-317)