Effects of Speech and Language Disorders in Early Childhood

This paper is developed on the philosophy that disabilities, be they congenital or adventitious, should not necessarily be handicaps if timely medical, educational and technological interventions have been put in place, (Barraga 1986). This augment remains true and valid whether the child is in a monolingual or multilingual context. The theme before us puts emphasis on child’s developmental disorders in a ‘multilingual context’ implying the sort of consequences or effects that would follow such a child with a defective speech and language disorders. Such effects encompass isolation, labeling, child abuse, segregation, stigma, nicknaming to name but a few. To worsen the matter, such dehumanizing practices take place at home, school, church/mosque, village and community affecting a child of 2 years to 8 years. Undoubtedly, the above social barriers apply to all categories of children. In this paper, however, special attention will be given to pre-primary and primary school going children (2 years to 8 years) with speech and language disorders, (Nzoka 2021). Speech and language are here taken to be one and complementary. In fact, there would be no language without speech. Defective speech organs often lead to language disorders, (Hallahan and Kauffman, 1991). Children with hearing impairment, autism spectrum, children with emotional and behavioral disorders, children with physical impairment and children with multiple disorders are examples. It is these disorders that lead to disabilities unless timely intervened