The responsibility of educating students with diverse abilities in inclusive classrooms has increased in recent years due to changes generated by the No Child Left Behind Act (NCLB, 2001). This bill's primary purpose was to ensure equity in education regardless of a student's ability. This mandate also prompted a push toward inclusion where students with identifiable disabilities are educated in the same setting as non-disabled peers. Unfortunately, teaching children with language challenges in regular education settings can be difficult.
Causal factors associated with speech and language disorders can vary widely. They may be the result of neurological, intellectual, physical, or environmental factors or can be a characteristic of a specific disability, such as Autism Spectrum Disorder or Developmental Delays. Since many disabling condition impact speech and language, figures for those actually afflicted with this condition are much higher than reported. Despite this fact, in most cases the cause remains unknown, which makes it difficult for many educators to cope with the diverse ability levels found in inclusive classroom settings.
As reported by the Office of Special Education Programs (OSEP, 2009), 6.1 million children qualified for special education services in 2009 based on identifiable disabilities as defined by the Individuals with Disabilities Education Act (IDEA, 1997, 2001, 2004). Those with speech and language disorders made up approximately 1.1 million students. An additional 10% to 21% of all students were classified as English Language Learners, which totaled an additional 11.2 million (Institute of Educational Sciences, IES, 2011). Both groups have special needs with regard to speech and language.
As defined by IDEA, "speech or language impairment means a communication disorder, such as stuttering, impaired articulation, language impairment, or voice impairment that adversely affects a child's educational performance" (34 CFR ยง300.8(c)(11). This means that there may be input disorders, output disorders, or a combination of the two. Input deficits will be seen as problems with fluency, articulation, or voice. On the other hand, output deficits are seen most often in difficulties expressing ideas, needs, or information or may even manifest themselves in difficulty understanding or processing what others say. For teachers in inclusive classrooms, each must be addressed in a different way.
Initial recognition of delays is often reported by parents who detect a significant difference between the development of their child's language and that of same-age peers. According to the American Speech-Language-Hearing Association (ASLHA, 2011), language actually begins to develop prior to the time first words are uttered. If left untreated, language deficits can lead to problems with reading, writing, academics, social interaction, and behavior problems when in educational settings.
Due to the impact language and communication skills have on all aspects of life, even mild deficits require intervention. This is especially important in inclusive classrooms when additional support is not available. Many of these classrooms utilize collaborative learning center pedagogies; however, students with speech and language disorders often have difficulty participating in this environment without modifications and accommodations.
Although students may receive intervention through special education support programs, such as pull-out models, speech and language disorders require a multidisciplinary approach that includes general educators, special educators, and speech/language pathologists. For students who qualify for intervention based on a hearing impairment, an audiologist may also be required to support learning.
It has been shown through research that best practices for general education teachers incorporate strategies utilized by specialists that also work with students. This is especially important for those receiving teaching degrees online as practicum in inclusive classrooms is not always possible. By incorporating strategies used by specialist, students receive the additional support needed to ensure they may fully participate as contributing members of their learning community.
These professionals provide services that may include:
Through a multidisciplinary approach, educators and specialists can incorporate techniques that help students master strategies learned while in treatment. For some students strategies may need to include practicing special exercises learned in treatment while others may require immediate feedback or repetition of instructions and information. Other students may require assistance perfecting the use of assistive technology. Enhancing student learning can be achieved by working collaboratively with specialists.
Many new products are now on the market that are designed to help students with speech and language deficits maximize learning opportunities. These can be divided into two groups; computer technology and augmentative or alternative communication (AAC). The most appropriate tool is selected when a team meeting is held to determine need.
Computer technology can vary depending on the severity of the disability. For some students computer software programs use graphic representations and synthesized speech to aid in reacquiring or developing language functions and skills. For those with more severe disabilities ACC equipment is often required. These systems often utilize symbols, sign language, and various other techniques to enhance communications.
Another device is called iGlasses. These are designed to supplement the sound of speech and speech reading with an LED visual display that transforms speech into visual characteristics students can see on the periphery of the lens. Although this device is still in the research phase, it could allow students to visually perceive the speech of others conveyed by the face. This could help many students with speech and language disabilities obtain important linguistic information that would ease comprehension and enhance intelligibility.
Students with speech and language disabilities as well as those with English as a second language are now included in inclusive classrooms 80% or more of their school day. This places a huge responsibility on general education teachers who may need additional education, support, and resources to maximize student learning. By working collaboratively with specialists, general education teachers can better meet the challenges found in today's classrooms.