Disorders

• Language Disorder

                 A student with a language impairment exhibits significant difficulties in processing auditory information, syntax, semantics and/or pragmatics.

• Receptive Language - the ability to understand and interpret what one hears (comprehension, vocabulary)
• Expressive Language - use of words and sentences to convey messages, thoughts and engage in conversation
• Syntax and Morphology- word order and rules of language
• Semantics- meanings of words
• Pragmatics- ability to functionally employ all communication skills to be an effective speaker and listener (social)

• Articulation (Speech Production):
  • A student with articulation and/or phonological errors persisting beyond the developmental milestones. These errors may interfere with overall intelligibility
  • Refer to Articulation Development Chart

• Fluency Disorder
  • A student with a fluency disorder may exhibit inappropriate rate of speech, characterized by any of the following: repetitions, prolongations, blocks, hesitations, interjections, broken words, revisions, incomplete phrases, or secondary movements that are indicative of stress or struggle.

• Voice Disorder
  • A voice disorder is characterized by abnormal production and/or absences of vocal quality, pitch, loudness, resonance, and/or duration, which is inappropriate for an individual's age and/or gender.
    Before treatment can occur, student must have prescription for service from an otolaryngologist (ENT).

• Hearing Disorder
• Deafness: A hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child’s educational performance.
• Hearing Impairment: An impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but is not included under the definition of deafness.