TABLE OF CONTENTS

CHAPTER I

 Introduction
 Statement of the Problem
 Significance of the Study
 Scope and Limitation of the Study
 Perspective of the Researcher

CHAPTER II

 Review of Related Literature and Studies

CHAPTER III

 Methodology
 Case study subject
 Types of data that we are gathered
 Data gathering techniques

CHAPTER IV

 Presentation, Analysis and Interpretation of data

CHAPTER V

 Summary of Findings, Conclusion ad Recommendation

CHAPTER I

INTRODUCTION
 The family is the original cell of social life. It is the natural society in which husband and
wife are called to give themselves in love and in the gift of life. Authority, stability, and a life of
relationships within the family constitute the foundations for freedom, security, and fraternity
within society. The family is the community in which, from childhood, one can learn moral
values, begin to honor God, and make good use of freedom. Family life is an initiation into life
in society.

Living with a disabled child can have profound effects on the entire family–parents,
siblings, and extended family members. It is a unique shared experience for families and can
affect all aspects of family functioning. On the positive side, it can broaden horizons, increase
family members' awareness of their inner strength, enhance family cohesion, and encourage
connections to community groups or religious institutions. On the negative side, the time and
financial costs, physical and emotional demands, and logistical complexities associated with
raising a disabled child can have far-reaching effects as we describe below. The impacts will
likely depend on the type of condition and severity, as well as the physical, emotional, and
financial wherewithal of the family and the resources that are available.

Speech-language deficits are the most common of childhood disabilities and affect about
1 in 12 children or 5% to 8% of preschool children. The consequences of untreated speech-
language problems are significant and lead to behavioral challenges, mental health problems,
reading difficulties, and academic failure including in-grade retention and high school dropout.
Yet, such problems are ones that are least well detected in primary care, even though intervention
is available and plentiful.

Speech-language impairments embrace a wide range of conditions that have, at their core,
challenges in effective communication. As the term implies, they include speech disorders which
refer to impairment in the articulation of speech sounds, fluency, and voice as well as language
disorders which refer to impairments in the use of the spoken (or signed or written) system and
may involve the form of language (grammar and phonology), the content of language
(semantics), and the function of language (pragmatics). These may also be described more
generally as communication disorders which are typically classified by their impact on a child's
receptive skills (ie, the ability to understand what is said or to decode, integrate, and organize
what is heard) and expressive skills (ie, the ability to articulate sounds, use appropriate rate and
rhythm during speech, exhibit appropriate vocal tone and resonance, and use sounds, words, and
sentences in meaningful contexts).
STATE OF THE PROBLEMS

 What is Language-Speech Impairments?

 What are the signs of Language-Speech Impairments?
 What causes Language-Speech Impairments?
  How is Language-Speech Impairments Diagnosed?
 What impact does Language-Speech Impairments have on Society?

SIGNIFICANCE OF THE STUDY

This study is intended to provide deep understanding about a child having a language-
speech impairments, its causes, how it will be diagnosed and the its impact to our society.

SCOPE AND LIMITATION OF THE STUDY

This study focuses on Rovelyn Bucoy Timogan of Ditay Diplahan, Zamboanga Sibugay
having a language-speech impairments. In this studt you will know what is language-speech
impairments as well as its causes, diagnoses and its impact to our society.

PERSPECTIVE OF THE RESEARCHER

As a researcher, I can say that it is important to distinguish speech and language

impairment from language delay and language difference. Language delay is characterized by the
emergence of language that is relatively late albeit typical in its pattern of development. In
contrast to an impairment or a delay, a language difference is associated with systematic
variation in vocabulary, grammar, or sound structures. Such variation is “used by a group of
individuals and reflects and is determined by shared regional, social, or cultural and ethnic
factors” and is not considered a disorder.
As I conducted this research I learned a lot about this disability and most of it will surely
be learned by the readers as they go deeper in this study.

CHAPTER II

REVIEW OF RELATED LITERATURE

 An articulation disorder is a speech sound disorder in which a child has difficulty
making certain sounds correctly. Sounds may be omitted or improperly altered during the course
of speech. A child may substitute sounds (“wabbit” instead of “rabbit”) or add sounds improperly
to words. Young children will typically display articulation issues as they learn to speak, but they
are expected to “grow out of it” by a certain age. If the errors persist past a standard
developmental age, which varies based on the sound, then that child has an articulation disorder.

The most common articulation disorders are in the form of a “lisp” – when a child does
not pronounce the S sound correctly – or when a child cannot pronounce the R sound correctly.
He may say “wabbit” instead of “rabbit” or “buhd” or instead of “bird.”

Type of Error & Age of Child

The two most important factors in understanding a speech or articulation disorder are:

- The type of speech sound error(s) your child is making

- The age of your child

The most common articulation disorders begin to present themselves between the ages of
3 and 6. As different sounds are mastered at different stages in a child's development, the
appropriate age to begin seeking treatment will depend in part on the sound that your child is
having difficulty pronouncing.

Age 3: Children generally master sounds K and G. Errors may be seen as: "Tat instead of Cat" or
"Doal instead of Goal."
Age 4: Children generally master the L sound. Errors may be seen as: "Wesson instead of
Lesson."
Age 5: Children generally master the "Sh," "Ch," and "Th" sounds. Errors may be seen as "Sape"
instead of "shape," "Sicken" instead of "Chicken," or "Fink instead of Think."
Age 6: R is the most difficult sound to master and is usually able to do so by age 6. Errors may be
seen as "Wabbit" instead of "Rabbit," or "Buhd instead of Bird."

An articulation disorder may be attributed to hearing loss, neurological disorders,

physical impairments such as cleft lip or palate, vocal abuse or misuse, hypotonia, oral-motor
skills, or difficulty with placement of articulators. However, the cause of the disorder is often
unknown.

Children that are unintelligible to others at age 3 or older may be demonstrating an

articulation disorder. Additionally, if they are unable to say sounds that the majority of their peers
have mastered, they may be showing signs of an articulation disorder. If you are unsure of what
age your child should be making certain sounds, contact a speech-language pathologist for more
information.

If your child has an articulation disorder, intervention and therapy by a speech-language

pathologist is generally recommended. The therapist will assist your child to produce correct
articulator (tongue, lips, teeth) placement and voicing to generate the sound. Practice outside of
therapy sessions is very important to achieve progress.
 CHAPTER III

METHODOLOGY

As a researcher, I present the methods and procedures in gathering necessary data about
my study. Further, this includes discussion of research design, case study subject, types of data
gathered and it’s gathering techniques.

RESEARCH DESIGN

This study obtained by integrating different techniques to provide coherent and logical
way through interviews, observations and research to ensure and address the problems
effectively.

CASE STUDY SUBJECT

This study is all about Rovelyn Bucoy Timogan of Ditay Diplahan, Zamboanga Sibugay
having a language-speech impairments. This study focused on her disability, its causes,
diagnoses and its effect in our society.

TYPES OF DATA THAT WE GATHER

As I conducted this study I gathered some informartions from the childs parents,
neighbors, friends and some people related to her. Those data are specifically about her disability,
its causes and her effects on others lives.

DATA GATHERING TECHNIQUES

To provide necessary and essential data about my study, I chose to integrate different
methods and techniques that used as a tool of my study through observation, interviews and
research followed by the family of the respondent.
CHAPTER IV

Presentation, Analysis and Interpretation of data

This chapter represents of the respondent background, methods used and analysis.

CASE REPORT

(Pesonal data)

Name: ROVELYN BUCOY TIMOGAN

Age: 15 years old

Birth date: February 17, 2002

Sex: Female

Civil Status: Single

Religion: Roman Catholic

Educational/School Attainment:

Name of Father: None

Name of Mother: Merlyn B. Timogan

Occupation: Housekeeper

CASE REPORT NO. 1

SIGNS

 Does not smile or interact with others (birth and older)

 Does not babble (4-7 months)
 Makes only a few sounds or gestures, like pointing (7-12 months)
 Does not understand what others say (7 months-2 years)
 Says only a few words (12-18 months)
 Words are not easily understood (18 months-2 years)
 Does not put words together to make sentences (1.5-3 years)
 Has trouble playing and talking with other children (2-3 years)
  Has trouble with early reading and writing skills (2.5-3 years)

The case statements above show the sign of having a language-speech impairments. Since
ROVELYN B. TIMOGAN performed all those signs, it is undeniable that this child has
language-speech impairments.

WHAT IS LANGUAGE-SPEECH IMPAIRMENT?

Speech and language impairment are basic categories that might be drawn in issues of
communication involve hearing, speech, language, and fluency.

A speech impairment is characterized by difficulty in articulation of words. Examples

include stuttering or problems producing particular sounds. Articulation refers to the sounds,
syllables, and phonology produced by the individual. Voice, however, may refer to the
characteristics of the sounds produced—specifically, the pitch, quality, and intensity of the
sound. Often, fluency will also be considered a category under speech, encompassing the
characteristics of rhythm, rate, and emphasis of the sound produced.

A language impairment is a specific impairment in understanding and sharing thoughts and

ideas, i.e. a disorder that involves the processing of linguistic information. Problems that may be
experienced can involve the form of language, including grammar, morphology, syntax; and the
functional aspects of language, including semantics and pragmatics.

CAUSES

Some causes of speech and language disorders include hearing loss, neurological disorders,
brain injury, intellectual disabilities, drug abuse, physical impairments such as cleft lip or palate,
and vocal abuse or misuse. Frequently, however, the cause is unknown.

DIAGNOSIS

The first person to suspect a child might have SLI is often a parent or preschool or school
teacher. A number of speech-language professionals might be involved in the diagnosis,
including a speech-language pathologist (a health professional trained to evaluate and treat
children with speech or language problems). Language skills are tested using assessment tools
that evaluate how well the child constructs sentences and keeps words in their proper order,
the number of words in his or her vocabulary, and the quality of his or her spoken language.
There are a number of tests commercially available that can specifically diagnose SLI. Some of
the tests use interactions between the child and puppets and other toys to focus on specific
rules of grammar, especially the misuse of verb tenses. These tests can be used with children
between 3 and 8 years of age and are especially useful for identifying children with SLI once
they enter school.
 CHAPTER V

Summary of Findings, Conclusions and Recommendations

This Chapter presents the summary of findings of the case study and its analysis,
conclusions and recommendations.

SUMMARY OF FINDINGS

The study conducted to determine the child with language-speech impairments, its effect
and his state of condition.

Speech and language impairment are basic categories that might be drawn in issues of
communication involve hearing, speech, language, and fluency.

A speech impairment is characterized by difficulty in articulation of words. Examples

include stuttering or problems producing particular sounds. Articulation refers to the sounds,
syllables, and phonology produced by the individual. Voice, however, may refer to the
characteristics of the sounds produced—specifically, the pitch, quality, and intensity of the
sound. Often, fluency will also be considered a category under speech, encompassing the
characteristics of rhythm, rate, and emphasis of the sound produced.

A language impairment is a specific impairment in understanding and sharing thoughts

and ideas, i.e. a disorder that involves the processing of linguistic information. Problems that
may be experienced can involve the form of language, including grammar, morphology, syntax;
and the functional aspects of language, including semantics and pragmatics.

Families caring for people with intellectual disability need their own support. Among the
services for families there are: community supports, financial supports, advanced directives for
future care, respite and emergency services, family education and support groups, and advocacy
and legal supports.

CONCLUSION

In conclusion, people with language-speech impairments can live meaningful, satisfying,

and productive lives, within their own communities, when provided adequate supports. We salute
the courage and dedication of families and other advocates who have tirelessly worked to
improve the lives of these deserving citizens.

RECCOMMENDATON

Love, care and support are highly recommended to be given to the people having
disabilities. Children having language-speech impairments should not be judge, criticize nor be
tortured, respect and fair treatment is what they need.