To read the full version of this content please select one of the options below:

Speech and Language Impairments

Special Education International Perspectives: Biopsychosocial, Cultural, and Disability Aspects

ISBN: 978-1-78441-045-2

ISSN: 0270-4013

Publication date: 30 July 2014

Abstract

Disorders of speech and language include myriad diagnoses that vary in incidence and prevalence across age span and cultures. Disorders can range from those that do not impinge upon general communication, learning or psychosocial function, such as a mild speech disturbance, like a lisp, to global aphasia with a complete lack of communication ability. The short- and long-term effects of these impairments are often directly related to the age at onset, duration, co-morbidities, access to intervention by qualified professionals, and the societal response to the disability. In cultures that take a dim view of any type of deviation from the norm, there may be less access to diagnosis and treatment, as well as a hesitancy to seek out available options for treatment. Additionally, for those countries in which there are larger issues of general health, economic support, and quality of care, the nature of the disability may receive little or no attention simply due to national priorities or limited access to resources. Although, globally, disorders of speech and language are not exclusively limited to those countries with poorer health outcomes, in general, speech and language services may be less accessible or absent in poverty-stricken nations of the world. In many cases, these countries are at greater risk for many of the disorders simply due to environmental and social conditions, such as lack of early access to health care and preventative interventions. This chapter explores Global Perspectives on Speech and Language Impairments.

Citation

Green, S.L. and Edwards, K.M. (2014), "Speech and Language Impairments", Special Education International Perspectives: Biopsychosocial, Cultural, and Disability Aspects (Advances in Special Education, Vol. 27), Emerald Group Publishing Limited, Bingley, pp. 183-206. https://doi.org/10.1108/S0270-401320140000027006

Publisher

:

Emerald Group Publishing Limited

Copyright © 2014 Emerald Group Publishing Limited