Speech/Language Impairment or Specific Learning Disability? Examining the Usage of Educational Categories

Autor/inn/en	Georgan, Wendy C.; Archibald, Lisa M. D.; Hogan, Tiffany P.
Titel	Speech/Language Impairment or Specific Learning Disability? Examining the Usage of Educational Categories
Quelle	In: Journal of Speech, Language, and Hearing Research, 66 (2023) 2, S.656-667 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Georgan, Wendy C.) ORCID (Archibald, Lisa M. D.) ORCID (Hogan, Tiffany P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Speech Impairments; Language Impairments; Developmental Disabilities; Learning Disabilities; Classification; Age Differences; Disability Identification; Educational Legislation; Equal Education; Federal Legislation; Students with Disabilities; Elementary Secondary Education; Preschool Education; Incidence; Geographic Location + Suchen Sie Ihr Suchwort? Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech impairments; Language handicaps; Entwicklungsstörung; Learning handicap; Lernbehinderung; Classification system; Klassifikation; Klassifikationssystem; Age; Difference; Age difference; Altersunterschied; Bildungsrecht; Schulgesetz; Bundesrecht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Pre-school education; Vorschulerziehung; Vorkommen
Abstract	Purpose: Developmental language disorder (DLD) is a lifelong condition that when impacting educational performance is identified and serviced through U.S. schools as outlined in the Individuals with Disabilities Education Act. A few examples of educational categories that refer to DLD are (a) speech or language impairment (S/LI) and (b) specific learning disability (SLD). In this research note, we aim to examine trends in how these categories are assigned. Method: We analyzed publicly available data released by the U.S. Department of Education from six school years between 2010 and 2020. We examined the use of S/LI and SLD categories across students of different ages at the U.S. national and state levels. Results: We present a trend in which younger students tend to be identified with the S/LI category, whereas older students tend to be identified with the SLD category. This trend is evident in all 6 years of data analyzed at the national level, and in 49 of 50 states. Conclusions: We discuss these findings in the context of research on language disorders to explain this trend. We highlight the potential damaging effects of using inconsistent terminology, including affecting the services for which students with DLD qualify and causing confusion for their parents and educators. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01