Communication Disorders

Understand the actions and involvement opportunities provided by your state to better the lives of loved ones with disabilities. Presented is North Carolina Public School services and informational wesbite.

The Identify the Signs campaign aims to educate the public about the warning signs of communication disorders. Speech, language, and hearing disorders are treatable and early detection is a major contributor to speedier recoveries, shortened treatment periods, and reduced costs for individuals and society alike.

Many children have speech or language disorders—including difficulty with word articulation, written language, and interacting with the social rules of verbal and nonverbal communication.  Early intervention is the key to successful treatment.

About this Document: These guidelines are an official statement of the American Speech-Language-Hearing Association (ASHA). They provide guidance on definitions of communication disorders and variations, but are not official standards of the Association. They were developed by the Ad Hoc Committee on Service Delivery in the Schools: Frances K. Block, chair; Amie Amiot, ex offico; Cheryl Deconde Johnson; Gina E. Nimmo; Peggy G. Von Almen; Deborah W. White; and Sara Hodge Zeno. Diane L. Eger, 1991–1993 vice president for professional practices, served as monitoring vice president. The 1992 guidelines supersede the paper tItled “Communication Disorders and Variations,” Asha, November 1982, pages 949–95O.

Communication Disorders involve a wide variety of problems in speech,
language, and hearing. For example, speech and language disorders include
stuttering, aphasia, dysfluency, voice disorders (hoarseness, breathiness,
or sudden breaks in loudness or pitch), cleft lip and/or palate, articulation
problems, delays in speech and language, autism, and phonological disorders.

Audio/Video describing the different types of Communications Disorders and potential causes and affects they may have on student or person with a disability.