Causes of Delayed Speech or Language

Many things can cause delays in speech and language development. Speech delays in an otherwise normally developing child can sometimes are caused by oral impairments, like problems with the tongue or palate (the roof of the mouth). A short frenulum (the fold beneath the tongue) can limit tongue movement for speech production.

Many kids with speech delays have oral-motor problems, meaning there's inefficient communication in the areas of the brain responsible for speech production. The child encounters difficulty using and coordinating the lips, tongue, and jaw to produce speech sounds. Speech may be the only problem or may be accompanied by other oral-motor problems such as feeding difficulties. A speech delay may also be a part of (instead of indicate) a more "global" (or general) developmental delay.

Hearing problems are also commonly related to delayed speech, which is why a child's hearing should be tested by an audiologist whenever there's a speech concern. A child who has trouble hearing may have trouble articulating as well as understanding, imitating, and using language.

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The system of modern special education appeared straight after the World War II, when the education became compulsory and many European countries started to take care about children with special educational needs. Mainstreaming or integration tends to be the guideline for all special establishments like residential and corresponding special schools. It means that children with SEN are not taken as non-educative children. They are offered the specific type of educational service which includes an adjusted curriculum, methods of instruction and special equipment.
In European countries special education goes along with the compulsory education.

In Denmark there are special residential schools for emotionally disturbed children, special schools for mentally retarded children. For other disabled children there are special schools within ordinary comprehensive schools.
In Norway all special and residential schools for children with SEN have been eliminated since 1990s. And now there are individual programs for disabled children which are being practiced within ordinary schools.
In France children with SEN are not segregated from normal children. They all study together in ordinary schools. Such classes are called "classes of school integration". In general all European countries find that integration is the only way that proves its efficiency when working with disabled children.

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