Use of information and communication technologies in language and speech difficulties

During the last decade speech and language therapy has undergone a remarkable transformation towards the use of information communication technologies (ICT) for the diagnosis and intervention of speech and language difficulties. In most cases, while ICTs are used as auxiliary tools for speech and language therapists, they are used as an intervention tool in regions where speech and language therapists are not available. In this article, a brief summary of some applications of information communication technologies used for assessment and intervention according to the type of language and speech difficulties will be given. The lack of sufficient experts in parallel with the prevalence of language and speech difficulties suggests that information and communication technologies can be used. It has been determined that the prevalence of language and speech difficulties in school age children is 5% in the world. This rate was mostly found as voice disorders (3%) and stuttering (1%). In a study on the screening of children with language and speech problems in Turkey, the rate of 5% in the kindergarten and first grades of primary schools in Eskişehir. It has been determined that there are children with language speaking difficulties at a rate of 1. A similar study revealed that 3.5% of 16.000.000 kindergarten, primary and secondary school children have language and speech difficulties. In the research conducted by taking samples from 59 private and public institutions in 25 metropolitan cities from 7 geographical regions of Turkey, the disability groups served were listed; including stuttering, delayed speech,