Abstract
This paper discusses that, by definition, a speech or language impediment is a communications disorder, which is associated either with the impaired ability to produce sounds or normal voice or to speak fluently and is often associated with various learning disorders. The author points out that young people with speech or language impairments struggle to understand abstract concepts such as time, have problems learning to read, find it difficult to switch conversation topics, generally feel isolated and don't make friends easily. The paper relates that apraxia is a speech disorder in which voluntary muscle movement is impaired but, unlike dysarthria, there is no problem with the transmission of controlling messages to the speech; therefore, apraxia is more amenable to classroom therapies.

Table of Contents
Introduction
Types of Speech and Learning impediments
Stammering and Stuttering
Dyslexia
Dysarthria
Apraxia
Attention Deficit Hyperactivity Disorder (ADHD)

From the Paper
"Dyslexia is an inherited condition which can be a severe learning impediment. It has a direct effect on reading and writing skills, but has absolutely nothing to do with the level of a child's intelligence. It is estimated that between four and five percent of the population are dyslectic. A dyslexic has "tiny differences in specific language areas of the brain which can cause varying degrees of difficulty in learning when using words and symbols." About sixty percent of those suffering from dyslexia find it hard to identify and arrange sounds within words; which inevitably leads to problems with reading, writing and spelling."

Tags:social, teacher, dyslexic, stuttering, apraxia

Abstract
This paper first explains that there are two main stage in the development of language: the perceptual-motor stage and the phonological stage. Next, the author explains that this development of speech production relies heavily on perception so that if this perception is disrupted, then specific language impairment (SLI) results. The paper relates that a child with SLI can have problems with childhood apraxia of speech (CAS) and with categorical perception that can lead to difficulties with developmental dyslexia, cluster reduction and numerous lexical processes.

From the Paper
"When looking for a cause, we must look at language acquisition, because the way a child perceives language may have a significant effect on how the child will interpret information and subsequently produce it. When a child is learning to read, some of the first words they see are in their environment. One such word is "stop." Using stop as an example goes along with the testing of /b/ and/p/ in the categorical discrimination task. If a child is not hearing the ending sound correctly, then when they are seeing the letter "p" they can interpret it to sound differently than it really is, such as /b/."

Tags:babbling stimuli, phonological deficit, theory, speech-language pathologist

Abstract
The paper researches and examines the qualifications necessary for the career of the speech language pathologist. The paper looks at the educational requirements, colleges that offer preparation for this career and the costs of attending a college or university. The paper also discusses the employment outlook, earnings, the nature of the work, the working conditions and the typical day of a speech-language pathologist.

Outline:
Objective
Introduction
Educational Requirements
Colleges Offering Courses for Speech Language Pathology
Costs of Attending College or University
Employment Outlook
Earnings
Nature of the Work in Speech Pathology Field
Working Conditions in Speech Pathology Career
Typical Day Informational Interview
Summary and Conclusion

From the Paper
"The speech-language pathologist is one who treats individuals with "speech, language, voice and fluency disorders" (U.S. Department of Labor, 1997) Specifically the speech-language pathologists treats those who are unable to make sounds of speech or who cannot make those sounds clearly as well as those with problems in speech rhythm and fluency. One example of this is stuttering. Direct clinical services are provided by the speech-language pathologist to individuals who have communication disorders."

Tags:fluency, stuttering, communication, disorders

Abstract
This research delves into the still open question of the influence of family interaction on communication impairments and learning disabilities. It shows how some have suggested that interactional or family environment factors combined with neurocognitive issues are relevant in the etiology, the manifestation, and the maintenance of learning disabilities, since guided participation through joint involvement with parents as well as with other social partners is essential for "learning to learn." The paper explains how this is where the child first learns to handle intellectual skills and tools such as language. Some parental behaviors are thought to hinder language development. Children with learning disabilities show the inability to employ effective communication strategies, and this lack seems to develop over time. It analyzes why children with language disorders show greater difficulty in selecting and using appropriate vocabulary than do children with language disorders, but why the evidence implicates underlying language deficits for children with LD as well.

From the Paper
"This article reports on a study of parent-child interaction by observing two carefully matched subgroups: 1) school-age boys with learning disabilities (LD) who showed a discrepancy between their verbal IQ and performance IQ and had more extensive difficulties in higher-level language abilities; and 2) boys with LD who did not manifest a discrepancy between verbal IQ and performance IQ. The effects of the child's language problems on child task performance and on the quality of maternal communication were analyzed in a mother-child problem solving task. Children in the first group were found to be less successful on the task than children in the second group, and their mothers also showed lower communication clarity in their instructions than the mothers of the children in the second group. The researcher also notes an interesting interaction effect for communication deviances. For mothers in the first group, the extent of deficient communication increased from the monologue to the dialogue situation, whereas communication deviances decreased for mothers in the second group. This leads to a discussion of three possible models to explain the differences between the two groups."

Tags:speech, monologue, verbal

Abstract
This paper examines how speech and language disorders may be defined as problems that result from various areas of communication and related areas such as oral motor function. It looks at how some causes of speech and language disorders include hearing loss, neurological disorders, brain injury, mental retardation, drug abuse, and physical impairments. It also discusses some of the educational implications that accompany speech and language disorders and how speech-language pathologists are the professionals trained to assist children who have various communication disorders.

From the Paper
"Screening procedures for speech and hearing are administered throughout the public school systems on a yearly basis and occur at the beginning of each school year. Over the last few years, special education programs throughout the nation, have served over a million students who have been categorized as having a speech or language impairment. This estimate does not include children who have speech/language problems secondary to other conditions such as deafness. Many children may also have other disabilities such as mental retardation, autism, or cerebral palsy and experience language disorders as a secondary disability. Communication disorders have been identified to affect at least 10% of the population living in the United States."

Tags:communication, pathologists, education, oral, skills

Abstract
This paper explains that language disorders occur when the communication of the child places him or her significantly behind his or her peers in the acquisition of speech or language skills, such as stuttering, phonological disorders or an impairment in the ability to understand or use words in context, both verbally and non-verbally. The author describes the use of computer technology for word processing, communication and the development of sophisticated devices to help students with specific learning and emotional disorders keep up with their non-disabled peers. The paper outlines a procedure for managing the use of a classroom computer.

Table of Contents
Introduction
Language Disorders
Language Disorders in the Classroom
Technology and Language Disorders
Classroom Management

From the Paper
"There are a number of elements teachers should consider in adapting the classroom for technology to aid students with language disorders. It is noted that time spent on planning will pay off when it comes to integrating technology into the classroom. For one thing, it can be very important where the computer is located, and it should be placed close to the teacher's desk, facing away from other pupils to avoid distractions and to facilitate the teacher who is monitoring the pupil's work on the computer. The teacher will want to keep a check on the pupil's use of the computer and so should set up a monitoring system with a pupil sign-in sheet or a checklist to be ticked off at the end of the session."

Tags:screening, monitoring, phonetic, therapist, devices

Abstract
The paper discusses how humans use speech and language to communicate their thoughts, ideas and emotions. The paper explains how language sets the rules for communication and speech is the way language is expressed. The paper notes that for those who have neurological disorders, language is expressed through gestures, writing or signing; the one characteristic all languages have in common is that it is an expression; and each language has its own phonology, morphology, syntax, semantics, prosody and pragmatics ("Speech and Language Development Milestones", 2001).

From the Paper
"Humans use speech and language to communicate their thoughts, ideas and emotions. Language sets the rules for communication. Speech is the way language is expressed. For those who have neurological disorders language is expressed through gestures, writing or signing. The one characteristic all languages have in common is that it is an expression. Each language has its own phonology, morphology, syntax, semantics, prosody and pragmatics ("Speech and Language Development Milestones", 2001). In order to form language phonology, morphology and syntax skills need to be developed. Phonology is like a sound system of language skills. It has..."

Tags:stuttering, cluttering, impairment

Abstract
This paper explains that bilinguals are not inferior to monolinguals in any way; however, there still exist various stereotypes against bilinguals, which range from the claim by professions, such as speech therapists and medical doctors, that hearing two or more languages in childhood causes language disorder and language delay to the idea that bilinguals are slow learners and are losers in life. The paper reports that in order to fit themselves into school and society, some young bilinguals begin to learn English and, as soon as they have learned barely enough to get by, use their home languages less and less until they gradually lose it totally: This phenomenon is first language loss. The author stresses that first language loss is not a "necessary or inevitable outcome" when children acquire a second language.

Table of Content
Introduction
Bilingualism
Types of Bilingualism
Studies on Bilingualism
First Language Loss
Process of First Language Loss
Consequences of First Language Loss
Fostering a Positive Linguistic Environment
Conclusion

From the Paper
"From these accounts, it is apparent that two major consequences of first language loss lie on family relationship and the crises of self-image and cultural identity. As far as family relationship is concerned, there is a lot of "shame, anger, frustration, and embarrassment attached to the loss of a first language". To the individuals, a negative self-image was common, resulting either from coming from non-English speaking families or being an outsider of their own ethnic group. At the same time, these people are usually haunted by the uncertainty of their own identity, because they are unable to identify themselves with either their home language culture or the dominant English culture. Besides, along the process of growing up into monolinguals in English, they were all neglected, isolated, and despised in one way or another. Life has been a constant struggle to them simply because they happen to have been born into non-English speaking families."

Tags:family, culture, english, self-image, law

Abstract
The paper explains that dysphagia means difficulty swallowing and it is sometimes referred to as a symptom, sign or a condition on its own. The paper relates that it is not uncommon for people with dysphagia to not know that they have it. The paper asserts that swallowing disorders are common at all ages, and many times, dysphagia is a result of a congenital abnormality. The paper explains that structural damage is also a cause of dysphagia as are other medical conditions, and dysphagia is evident more with the elderly especially those who have had strokes. The paper notes that children also have dysphagia due to congenital abnormalities, and medical conditions that cause dysphagia are head and neck cancer, Parkinson's diseases, Multiple Sclerosis, Shy-Drager syndrome and Amyotrophic lateral sclerosis.

Tags:speech, language, pathology

Abstract
In this article, the writer relates that learning disorders can be lifelong conditions, which, in many cases, can seriously affect many aspects of a person's life: work or school, family life, daily routines, and, in some cases, personal relationships and friendships. The writer notes that in some people, there are often many overlapping learning disorders, while others may just have a single learning difficulty that has little impact on other parts of their lives. This paper looks at the effects of having a learning disability by examining the ways in which the disability affects thinking and problem solving.

Outline:
Introduction
Identifying Learning Disorders
Developmental Language and Speech Disorders
Academic Skills Disorder
Conclusion

From the Paper
"A learning disorder cannot be diagnosed in the same sense as mumps or chicken pox, which is conditions that have a single, known cause, and which follow a predictable set of symptoms. Rather, LD is a broad term, embracing a pool of possible causes, treatments, symptoms, and outcomes. This is partly due to the fact that learning disorders can appear in many different forms, which makes any diagnosis complicated. However, not all learning problems are essentially learning disorders. Some children are just slower in developing certain skills, due to natural differences in their rate of growth and development."

Tags:trouble, understanding, interpret, brain, conditions