The Renfrew County Catholic District School Board provides Special Education programs and services in accordance with the Education Act and Regulations.
DEFINITION
A student identified as having a speech and/or language disorder is experiencing difficulty in the
area of communication. Difficulty learning to speak, understand or use language, speak fluently
or a voice problem can adversely affect a student’s educational, social, psychological and emotional well-being.
The Ministry of Education defines the exceptionality
Language Impairment
A learning disorder characterized by an impairment in comprehension and/or use of verbal communication or the written or other symbol system of communication, which may be associated with neurological, psychological, physical, or sensory factors, and which may:
- involve one or more of the form, content, and function of language in communication; and
- include one or more of the following:
- language delay
- dysfluency
- voice and articulation development, which may or may not be organically or functionally based.
Speech Impairment
A disorder in language formulation that may be associated with neurological, psychological, physical, or sensory factors; that involves perceptual motor aspects of transmitting oral messages; and that may be characterized by impairment in articulation, rhythm, and stress.
SERVICES
A Speech-Language Pathologist (SLP) provides the following:
- Screening (students with moderate to severe articulation, fluency, voice, or swallowing disorders are referred to SHSS-CCAC for follow-up)
- Assessment of speech and language skills
- Establishment of a program and/or intervention strategies
- Liaison with other community agencies.
SLPs work in collaboration with the Communicative Disorders Facilitator (CDF) to:
- Modify the classroom program
- Support classroom and special education teachers in developing communication strategies
- Provide direct short-term intervention for individuals or small groups
- Support parents in carrying out home programs.
The RCCDSB employs 2 FTE CDFs and contracts 2 SLPs (.6 FTE + .4 FTE).
HOW A STUDENT IS IDENTIFIED
A student with speech/ language difficulties may have trouble following the classroom program and/or making him/ herself understood. After discussing concerns with a parent, school staff may refer a student for assessment by an SLP. The assessment information will then be used to make recommendations and/or plan a program to meet the student’s needs.
A student with a language problem may have difficulty with:
- Following directions
- Understanding classroom conversations
- Remembering information
- Speaking on topic
- Understanding and using words/sentences appropriately in conversation or in written language
A student with a speech problem may have trouble speaking clearly and may use:
- Substitutions, e.g. tar for car
- Omissions, e.g. cool for school
- Distortions, e.g. houth for house
A student with fluency difficulties experiences a disruption in the normal flow or rhythm of speech. Characteristics of stuttering may include:
- Repetitions of sounds/syllables/phrases e.g. b-b-b-because, can can can I go?
- Hesitations e.g. um…, ah…, like…ah
A student with voice difficulties may experience problems with the following:
- Inappropriate pitch (too high/low or monotonous)
- Loudness (too loud/quiet)
- Quality (harsh/hoarse/breathy/nasal)
If you are concerned about your child’s speech-language skills, contact the principal of your school. Parents will be consulted if school staff have concerns.
For more information regarding the identification, placement and review process, please contact your school principal.
HOW PARENTS (and guardians) CAN HELP
Early detection and treatment of speech and language problems is the key to the prevention of many learning and social problems. Parents play a vital role in:
- Early referral
- Following up on suggested medical assessments e.g. hearing test
- Regularly conversing with their children
- Regularly reading to their children
- Ensuring child has adequate sleep, exercise, and nutrition
- Reinforcing the school program in the home.
Encouragement for the student to try recently learned speech / language / fluency / voice patterns outside of the school environment is essential to the success of the program.
OTHER SPEECH-LANGUAGE SERVICES
Sprouting Speech (ages 2 to 5 years, including JK)
Telephone: (613) 732-7007 or 1-888-421-2222
Web: www.champlain.ccac-ont.ca
School Health Support Services (SHSS)
Champlain Community Care Access Centre (CCAC)
Telephone: (613) 732-7007 or 1-888-421-2222
Web: www.champlain.ccac-ont.ca
Ottawa Children’s Treatment Centre – Renfrew Site
Telephone: 1-800-565-4839
Web: www.octc.ca
FOR MORE INFORMATION
Ontario Association for Families of Children with Communication Disorders
Web: www.oafccd.com
College of Audiologists and Speech-Language Pathologists of Ontario
Web: www.caslpo.com
Communication Disorders Assistant Association of Canada
Web: www.cdaac.ca
Ontario Association of Speech-Language Pathologist and Audiologists
Web: www.osla.on.ca
