SPECIAL EDUCATION

SPEECH and LANGUAGE THERAPY

Mrs. Moran is our Speech and Language Therapist.
Please visit her web page: Mrs. Moran

Diamond Path’s speech-language program serves children from Kindergarten through Fifth Grade. A speech-language pathologist (SLP) also called a speech-language therapist, speech therapist or speech clinician, works with students one-to-one or in a small group setting. The service may be pullout, in the classroom or a combination of both.

Once a child has been identified as qualifying for this service with a speech-language impairment, through a formal assessment process, an Individualized Education Plan (IEP) is written by the team. Each calendar year, or more often if needed, the IEP is reviewed and team decisions are made regarding continued services or discontinuation of service.

The GOAL of Speech-Language Services is to help students develop appropriate speech and language skills that will enable them to attain their academic potential.

Students qualify for Speech-Language Services in one or more of these 4 main areas: (select the topic to learn more)

[Articulation, language, fluency or voice patterns that can be attributed only to dialectical, cultural, or ethnic differences or to the influence of a foreign language should not be identified as a disorder.]

The Diamond Path speech-language pathologists have a master’s degree as well as the Certificate of Clinical Competence from the American Speech-Language-Hearing Association. They also hold a Minnesota teaching licensure.

For more information, please visit the Special Ed Contacts page to contact the speech-language pathologists here at Diamond Path.


DESCRIPTIONS

 

Speech Sound Disorders

This means difficulty with articulation, the making of speech sounds, and/or phonological processes, the sound patterns. An articulation disorder involves problems making sounds. Sounds can be substituted, left off, added or changed. These errors may make it hard for people to understand the child. A phonological process disorder involves patterns of sound errors, for example, substituting all sounds made in the back of the mouth for those in the front of the mouth. All children develop speech sounds at different ages and when the mistakes continue past a certain age, they may qualify for services. Every sound has a different range of ages when the child should make the sound correctly. To view a developmental speech sound chart, click on this link: http://www.talkingchild.com/speechchart.html  

Language Disorder

This means a breakdown in communication as characterized by problems in expressing needs, ideas, or information that may be accompanied by problems in understanding. The term language relates to both expressive (speaking) skills and receptive (understanding) skills. Children may be identified as language impaired if they have extreme / significant language difficulty in one or both of those areas. This may include difficulty with vocabulary, concept knowledge, comprehension, and grammar skills, remembering or recalling verbal directions or stories. They may also have word finding difficulty while speaking, uses immature grammar or unusual or simple sentence structure. They may have difficulty talking about stories, responding to questions about happenings in their lives or activities at school. Vocabulary skills are a broad area that encompasses defining words, knowing antonyms, synonyms and homonyms, and multiple definitions. Other higher-level skills of predicting, summarizing, and making inferences are also a part of language skills. Auditory processing is the ability to understand and use what one hears. Language also includes analogies, ambiguous, figurative language, inferential. Click here to view simple suggestions to help your child at home. (link the PDF file here)  

Fluency Disorder (Also called “Stuttering”)

This can involve one or more of several atypical speech patterns involving sounds, syllables, words or phrases. Such patterns include repetitions, prolongations, additions, or blocks. These patterns may be accompanied by tense facial muscles or inappropriate body movements. It is typical for most young children to use simple repetitions between the ages of three to approximately six years of age.

 

Voice Disorder

This means the absence of voice or presence of abnormal quality, pitch, resonance, loudness or duration. The most common voice disorder in school-aged children involves inappropriate voice use, also known as vocal abuse. This can result in the growth of callous-like vocal nodules on the vocal cords. Inappropriate voice use can include excessive and loud speaking, shouting, or making loud, constant “throat noises.” These voice habits can result in a hoarse, raspy sounding voice. Medical attention is usually warranted for abnormal voice conditions.