Not all disabilities result in language deficits. For those that do, there are often common characteristics of how language is affected by that particular disability. Educators should be familiar with the language deficits that are common within each disability category, as well as the interventions that are often used in school settings to assist with them.

Using this topic’s readings, research the following disability categories:

• Learning Disabilities
• Intellectual Disabilities
• Autism
• Auditory Impairments
• Acquired Language Disorders

Using the “Language and Speech Disorder Matrix,” for each disability category:

• Describe characteristics of common language deficits.
• Include 1‐2 examples of instructional or classroom intervention strategies that can be used to provide optimal learning opportunities.
• Rationalize your instructional or classroom intervention strategy choices.
• Provide 1‐2 recommendations for at‐home activities that parents/families can implement.

Support your work with 2‐3 scholarly resources.

Not all disabilities result in language deficits. For those that do, there are often common characteristics of how language is affected by that particular disability. Educators should be familiar with the language deficits that are common within each disability category, as well as the interventions that are often used in school settings to assist with them.

Using this topic’s readings, research the following disability categories:

• Learning Disabilities
• Intellectual Disabilities
• Autism
• Auditory Impairments
• Acquired Language Disorders

Using the “Language and Speech Disorder Matrix,” for each disability category:

• Describe characteristics of common language deficits.
• Include 1‐2 examples of instructional or classroom intervention strategies that can be used to provide optimal learning opportunities.
• Rationalize your instructional or classroom intervention strategy choices.
• Provide 1‐2 recommendations for at‐home activities that parents/families can implement.

Support your work with 2‐3 scholarly resources.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Readings: http://www.asha.org/public/speech/disorders/

http://www.projectidealonline.org/v/speech-language-impairments/