Azerbaijan Journal of Educational Studies

Use of Information and Communication Technologies in Language and Speech Difficulties

Humeyir Ahmadov ,


Mehmet Önemli



Published: May 19, 2020 -

Volume: 691


The last decade has seen a significant transformation in inclusive education in the use of information and communication technologies (ICT) for language and speech therapy, diagnosis and intervention of language and speech problems. In most cases, ICT is used as an adjunct to language and speech therapists, and as an intervention tool in areas where language and speech therapists are not available. This article will provide a brief introduction to some of the information and communication  technologies used for assessment and intervention purposes due to language and speech difficulties. In parallel with the spread of language and speech problems, the lack of specialists indicates the use of information and communication technologies. The frequency of language and speech problems in the world was 5% in school-age children. This ratio was mainly defined as voice disorder (3%) and stuttering (1%). In a study conducted in Eskisehir, master classes in primary schools in Turkey and 5% of children with problems in the first grade related to speech and language screen. It was found that 1 percent of children with speech problems. A similar study found that 16,000,000 kindergarten, 3.5% of primary and secondary school children had language and speech problems. 59 of Turkey's 25 geographical regions in seven geographical regions and a sample group of private and public institutions in the ranking of barrier services shown in studies; These include stuttering, delayed speech, vocal and vocal disorders, and special learning difficulties with a rate of more than 10%.

Keywords: Inclusive education, speech and language therapy, speech and language difficulties, assessment, intervention, use of information and communication tools.


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