Speech sound difficulties

Speech sound difficulties happen when students struggle to make the sounds needed for clear speech. These difficulties can involve problems with controlling their voices, producing specific sounds, or speaking clearly, such as systematic changes, omissions, or insertions of sounds into words. Some students might also experience issues like stuttering or lisping, making it hard for others to understand them.

Speech sound difficulties are different from language disorders, which involve problems with understanding and using language. Students with speech sound difficulties do not have trouble understanding language; their challenges are specifically with making sounds.

What is typical?

Speech sound development is a gradual process that occurs as students grow. Most students start to make sounds and speak words as they reach certain ages. Here are some typical milestones for speech sound development:

• By age 1: Babies usually start to babble and say simple words like “mama” or “dada.”
• By age 2: Students begin to use two-word phrases and can say about 50 words.
• By age 3: Most students can say words more clearly and form simple sentences.
• By age 4: Students can usually be understood by people outside their family, and they use longer sentences.
• By age 5: Students can say most sounds correctly and use complex sentences.
• By age 6-7: Students refine their speech sounds and can tell stories with clear speech.
• By age 8-9: Students can use all speech sounds correctly in conversation.

Understanding these milestones can help educators know what to expect as their students learn to speak. When difficulty with articulation persists beyond this period and speech is hard to understand, it is important to observe and record what you see.

When should I be concerned?

While it’s normal for young students to have unclear speech, there are signs that might indicate speech sound difficulties. If a student’s speech does not improve as they grow, it could be a concern. Some signs include trouble moving the jaw, tongue, and lips, difficulty making specific sounds, and not speaking as clearly as other students their age. Students might also change their pitch or volume suddenly, have a hoarse or nasal voice, or run out of air while speaking. Lisping, stuttering, or having trouble with facial muscle tasks like chewing can also be signs.

Additionally, it is important to observe if the student shows frustration when speaking, avoids reading aloud, or participates less in oral activities. Notice if the student’s speech affects their participation or interaction with peers, as this may interfere with their self-esteem. If these difficulties persist, it may be time to seek help.

What can I do to help?

As an educator, you can support a student with speech sound difficulties in the classroom. Here are some strategies you can try:

1. Create a supportive classroom environment.Encourage students to speak without fear of making mistakes. Praise their efforts and progress.
2. Use visual aids.Provide pictures or diagrams to help students understand and practice speech sounds.
3. Incorporate sound games.Use games that focus on listening and repeating sounds, like rhyming games or tongue twisters.
4. Model clear speech.Speak slowly and clearly yourself to provide a good example for students to follow.
5. Provide opportunities for practice.Allow students to practice speaking in pairs or small groups to build confidence.
6. Limit background noise.Ensure a quiet environment during speaking activities to help students focus on speech sounds.
7. Communicate with caregivers.Share your observations with caregivers and other teachers to create a collaborative environment.
8. Collaborate with speech-language pathologists.Work with specialists to develop strategies and activities tailored to the student’s needs.

Classroom Support

Talk to colleagues and school staff about possible accommodations your student may need. Some accommodations that may help include:

• Focus on the student’s message, not just how it is spoken.
• Give the student more timeto express themselves when speaking.
• Allow other ways to answer, like writing or drawing, when speaking is a barrier.
• Encourage practice in pairs or small groupsto reduce anxiety.
• Repeat what the student saidto the class if it was unclear, so they feel heard.
• Offer alternatives to oral presentationsthat may cause embarrassment, like recording a video.

These strategies can help students improve their speech in a supportive and engaging classroom setting.

What kind of professional support can I seek out?

While you are not responsible for seeking professional support for a student, you play a crucial role in guiding caregivers toward the right help. You can suggest they speak with several types of professionals.

A speech therapistis the key specialist for speech sound difficulties. Depending on the student’s needs, a psychopedagoguecan help with related learning challenges, and a neuropsychologistcan perform an assessment to better understand the student’s cognitive processes.

You can also inform families about free support available through the Unified Health System (SUS). Care often begins at the nearest Basic Health Unit (UBS), which can refer them to specialized services. These may include Child and Adolescent Psychosocial Care Centers (CAPS i), Medical and Psychosocial Specialty Centers, and outpatient clinics at university or regional hospitals.

Within the school, you can also propose discussion groups and workshops on the topic with experts. Remember, the sooner a family is guided to the right support, the greater the student’s chances of receiving the care they need to succeed.