i wish people talked more about how (especially non stuttering) speech impediments are infantilized
like not even just in how people treat you the woobification of speech impediments (the way people use uwu speak as like a teehee funny thing its so adorable when people cant say "l"s and "r"s) people saying your voice sounds "cute" or assuming your speech problems imply developmental/intellectual disabilities
god forbid you do also have developmental or intellectual disabilities because then youre much more likely to have difficulties finding ways to express yourself around legitimate articulation difficulties
and if your speech impediment isnt the result of a developmental or intellectual disability the way people will instantly assume your actual mouth is lazy and slow
but even from the perspective of being in speech therapy in your teens and adults every single resource app flashcard or speech activities given to us all the way until 12th grade were geared towards actual children
i was talking to fucking talking tom less than a week away from graduation and reading from bright colorful flashcards with cartoon pictures in them
and the best representation non stutterers have in media are literal cartoon animals like looney toons or mickey mouse and friends
best case scenario is that randos on the street assume its an accent i definitely think aside from the autism part of why i overexplain everything and am very hyperverbal is also to compensate for my speech issues
the way that so much of participation in society hinges on peoples ability to clearly articulate themselves
the way your arguments are so often discounted and thrown aside if you cant perfectly articulate it
people genuinely take you less seriously if you have difficulty speaking
the implication that the way you speak naturally fundamentally needs to be trained out of you because its wrong and broken
and a lot of speech impediments are literally due to congenital mouth shape/nasal differences deafness or being hoh and are literally uncontrollable but will still be forced into taking years of speech therapy anyway or are the result of difficulties with esl and speech impediments are frequently given pretty insulting names
aside from the obvious ones like tongue tie or lazy tongue theyre often words that are specifically difficult for the person with the speech impediment to pronounce
even "stutter" is often difficult for people with stutters bc of the st sound the multiple t sounds close together followed closely by the er
rhotacism is the inability to say /r/ sounds and it LITERALLY starts with a hard /r/ sound
lisps often describe difficulties with /l/s and /s/s
slurred speech is difficulties with /s/s /l/s and /r/s and the r sound in slur is LITERALLY and /er/ sound one of the more difficult ones for people with speech impediments to pronounce
lambdacism is difficulty saying /l/ and it LITERALLY starts with an /l/
the way speech therapy is designed feels structurally cruel to the people it seeks to help and yet every speech pathologist ive ever met acts like theyre doing these poor dumb disabled kids a huge service and doing the lords work
the way in which i immediately dont trust anyone who says they want to go into speech pathology to not be condescending and ableist af
the way in which i legitimately do not think people with abled speech patterns and behavior actually care about what people with speech differences are going through unless they know someone who personally has to go through it
(this is part of my series, how to write children in fanfiction! feel free to check it out if you want more info like this! though this guide is mostly directed towards writing children, it is also helpful for writing about speech impediments for people of all ages, since speech impediments don't always go away in childhood.)
there are a lot of different speech impediments out there, but the main one i see represented in children in fanfiction is what's known as an articulation error, mostly in the letters "r" and "l". this leads to the child saying the word "playground" and pronouncing it like "p-way-g-wound". while this is a speech impediment that is common in children, there are other speech impediments that are just as common. here are a few:
1 - stuttering:
now, i see a lot of stuttering that is written incorrectly. most of the time, stuttering is not just repeating the first syllable of the word three or four times. stuttering is a condition in which your muscles twitch or move uncontrollably while you talk. a lot of people interpret stuttering as a nervous tic, but the term for that would be stammering. stuttering is a different ballpark.
here are some possible symptoms of stuttering:
repeating sounds or syllables. this is the one i just talked about. while it is commonly the first syllable that is repeated, this isn't always the case, and this is only one symptom. here is a bad and a good example of this symptom in writing:
-bad: "w-when will my leg f-feel better, d-daddy?"
-good: "wh-when will my leg fe-ee-feel better, d-d-da-daddy?"
there are a few subtle differences between the bad and the good example. the first difference is that instead of just the first letter being written in the stutter, it's the entire first syllable that is either being stuttered from the get go, or it is being developed through the stutter. this better illustrates for the reader what the stutter actually sounds like to a listener rather than just showing a reader that it's there. also, in the word "feel", the stutter is placed in the middle of the word rather than the beginning. since stuttering is an unpredictable and uncontrollable muscular movement, it is highly possible for a stutter to show up in the middle of the word versus purely in the beginning. this will make the stutter more accurate. the last difference is that there are more beats in the stutter than just one. not all stutters are the same, and sometimes, it takes longer or shorter for the muscle movements to stop. this also adds accuracy.
holding or drawing out certain syllables or sounds, or pausing for a long time in between words. this one is a little tricky to write, but it is completely possible. this is when the word gets "stuck", so the word draws out for longer than what's intended, or there's a longer pause than what's considered normal. i'm not totally sure of the scientific reason why this happens since i don't see how a muscle spasm could affect the length of a syllable or pause, but if you want to write about it, i think that would make the stutter more rounded out. in this example, let's try combining the first symptom with this second one:
-example: "wh-when will myyyy-...leg feel bet-better, d-d-da-daddy?"
i changed the example a little bit, because too much stuttering at once can be overkill in writing. though it is possible in real life for stuttering to be word after word after word, it isn't always the case, and too much stuttering in writing can come across as mockery. anyway, in the word "my", the child draws out the letter "y", as their brain is stuck on it as it is trying to figure out how to create the words that follow it. again, this one is a difficult one to put into writing because it isn't a common stuttering trait, and it's hard to place. but if you want to, it would be an interesting one to try out.
blocking. blocking is very frequent pauses in between words, whether it's a silent pause, or there's a filler word (such as um, or ah), that takes up the space. from my experience with stutters, when blocking is involved in the stutter, it is usually the primary trait in the stutter and the other possible symptoms are either absent or minimized. this means that if you did include blocking, it would probably replace a lot of the other stuttering symptoms that are in place. here is an example of blocking in writing:
-example on its own: "when, uh, when will my leg, um, feel better, daddy?"
-example mixed with other traits (not impossible, just less common than the former): "wh-when, uh, when will m-my leg feel, uh, better, d-da-daddy?"
a common misconception with blocking is that it only appears in speech when the child is nervous, guilty, or otherwise in an anxious state of mind. though this is sometimes true, since emotions affect some speech impediments, this is definitely not always the case. all symptoms of stuttering, including blocking, can occur at all times, no matter how the child is feeling. also, common filler words vary based on location. for example, in america, the more common filler words are "um" or "like", while in western europe, "ah" and "uh" are a bit more common.
word switching. this is the last specific symptom i will touch on, but i'm sure there are more. feel free to do your own research! word switching is especially common in children with larger vocabularies because they have more words to choose from. word switching is when the stutterer realizes they are struggling to get a word out due to the spasms, so they try to change the word into a shorter/easier one. here is an example in writing:
-example: "it's actually a really c-co-com-com- hard thing to do."
in the example, the child was trying to say a longer word, "complicated" or "complex", but the stutter was getting in the way, so the child switched to the word "hard" since it's shorter. something to keep in mind with word switching too is that it doesn't always work. and usually, word switching is a sign of embarrassment about the stutter, or frustration with the stutter, or a general rushing in trying to get the sentence out.
alright! now that we know a lot more about stutter symptoms, we can talk about the other characteristics of it:
-stuttering affects the whole body, not just the mouth. the muscle spasms can occasionally "spill over" to other parts of the body such as the face, neck, shoulders, and arms.
-sometimes, stutterers develop physical habits that they do while stuttering such as excessive blinking, avoiding eye contact, making certain facial expressions, or clenching the fists.
-emotions can affect stuttering. though stuttering doesn't only happen when one feels strong emotions such as fear and stress, such emotions can worsen stuttering, making symptoms more prominent. also, fatigue can affect stuttering. usually, relaxed and well-rested stutterers have less stutter symptoms.
-sometimes, stuttering doesn't occur during certain vocal activities such as singing, reading out loud, or talking to inanimate/non-human subjects.
-stuttering can lead to a lot of insecurity, which can attribute to mental health conditions down the line such as depression and anxiety.
congrats! now you know a lot about stuttering! feel free to do more research, this is just a basic guide to it. let's look at some other speech impediments now!
2 - articulation errors:
articulation errors are the most straightforward and common speech impediment traits. the trick to these, though, is knowing that there is a wide range of different types of them. articulation errors occur when people struggle to form certain speech sounds because they have trouble putting their tongue in the right positions to do so. lisping, for example, is a type of articulation error.
here is a list of different sounds that are common articulation errors:
the letter "l". this can make words like "library" sound more like "why-brary" or "i-brary".
the letter "r". this can make words like "tired" sound like "ti-oh-d".
the syllable "th". this can make words like "earth" sound like "ear-f", or words like "that" sound like "d-at".
the letter "s". this is known as lisping, and it can make words like "sit" sound like "th-it".
these next articulation errors are most common in children just learning to talk, so typically under five years old:
cluster reduction, which simplifies a word that has two or more consonants in a sequence. this can make words like "spoon" sound like "p-oon".
velar fronting, which is a complicated thing to describe, but essentially, it is replacing certain consonant sounds that require a certain tongue placement with other consonant sounds that require less effort to access. this can make words like "go" sound like "d-oe" or words like "cup" sound like "t-up".
final consonant deletion, which is exactly what it sounds like, not pronouncing the final consonant of a word. this can make words like "dad" sound like "da".
palatal fronting, which is essentially taking sounds like "sh" and "ch", and replacing them with a sound that is produced closer to the front of the mouth. this can make words like "sheep" sound like "seep", words like "chair" sound like "tair", and words like "bridge" sound like "brid".
there are more articulation errors than just these, but these are more common ones. now that we know a lot about articulation errors, let me tell you how to write them: don't. while for stuttering, it makes sense to write out the stutter, it's unnecessary and slightly offensive to write it out phonetically every single time a child makes an articulation error. instead, my recommendation is to only write it out occasionally, and to mention at a point in the story (not through speech) that the character has an articulation error. something else you can do is simplify the sound of the speech impediment, making it clear that there is one without writing out the exact phonetic errors. here is one bad and two good examples:
-bad example:
"mama, my teef hurt! i don't wanna go to bed, i'm not tiohwd!"
-good example #1:
"mama, my teeth hurt! i don't wanna go to bed, i'm not tired!"
four year old roman spoke with indignant sharpness, though he clearly struggled with pronouncing a lot of his syllables, leading to words that took a moment for virgil to decipher as he heard them.
-good example #2:
"mama, my 'teef' hurt! i don't wanna go to bed, i'm not tired!"
the key to articulation errors is subtlety. the issue with the bad example is that it sacrificed contextual clarity, flow, and respect. somebody who struggles with reading phonetics might not be able to understand that strangely written out version of the word "tired", and if somebody reading does struggle with articulation errors, seeing their struggles written out in such a way can come across as very offensive, especially when such articulation errors in the context of the story are seen as valid reason to infantilize or coo at a character for how "adorable and childish" they are. it's also just lazy. if the only sign that indicates that a character is a child is a written out articulation error, then you are not writing with specificity or respect.
the first good example is a lot better than the bad example, firstly because it doesn't sacrifice contextual clarity. anybody reading the story can clearly comprehend what the child is saying, and also has it explicitly spelled out for them that the child has articulation errors, so that part of the child's character is not sacrificed either. the only potential problem with it is that a fast reader could accidentally glaze over the explanation, but that is not the writer's responsibility, and a way to help prevent this issue is to mention the speech impediment periodically throughout the story.
the second good example is a good one as well, especially when combined with the first good example. not every word with errors is spelled differently, but the one word that is spelled differently is put in between apostrophes to symbolize that it is purposefully spelled wrong to imitate the sound of the articulation error. i would still be careful of overly offensive spellings, but for a simple error such as the one i wrote, it's a little less obnoxious, and it is clearly just a way to further express the impediment's existence.
i know it's a little complicated, and there's some gray area when it comes to what is or isn't offensive, but a good rule of thumb is to try and put yourselves in the shoes of someone with articulation errors. would you want to read something like this? does it make fun of or infantilize your impediment? or does it simply acknowledge its existence?
3 - other speech impediments
now, the first two types of speech impediments are the ones i went to the most detail to in this guide because they are the most common ones, and they are the most common ones that are written incorrectly. but there are other types of speech impediments that are less common, but i encourage you to research them anyway. i will be posting links at the bottom of this with all my sources, as well as some additional resources!
now, here are some other speech impediments that can be found in children:
-tongue-tie, aka: ankyloglossia. this is a condition that makes it difficult for children to move their tongues, in which the tongue is stuck to the roof of the mouth. it is a congenital condition (people are born with it), and there are different types of tongue-ties that create different difficulties. it doesn't affect speech as much as it affects the breastfeeding process, but it still affects speech considerably. speech therapy can help with tongue-tie, but sometimes, surgery is necessary.
-developmental verbal dyspraxia or apraxia. these two things are similar, but what makes them different is the severity. the cause of this impediment is unknown, but it is essentially when children know what they want to say, but they are physically unable to form the words. developmental verbal dyspraxia is having partial inability to speak with accuracy, while apraxia is the complete loss of the ability. this condition is quite rare, and it requires very intense therapy compared to other speech impediments.
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if you're still here, thank you for reading all of this and educating yourself about speech impediments! i hope this helps you on your writing journey! i am someone who had a lot of speech impediment issues as a child, and still continues to struggle sometimes with these things, so it means a lot that you plan to do research to make your interpretations of these struggles more respectful and accurate!
As you guys know, I study entrepreneurship, and I'm working with other people on a project, so i'd be great if yall send me a DM if you know any professionals who work with children(18 or 21 and below) with speech impediments, autism or adhd.
Reblogging this would help :)
Background:
we're researching rn to help these kids. I live in south east asia, or a low income country, a third world country and whatnot, and we're aiming to create an innovative product to help these children.
In our culture, the toughest survives, and it's not good for kids with special needs once they grow up. Your help on this is greatly appreciated :D
Send me a dm, I'll gladly introduce real doofy to ya!
i hate what growing up with a speech impediment did to me. it's not very noticeable anymore but it was mocked a lot when i was younger, including by my parents.
i hate how i always assume for a second that someone i talk to who has a similar speech impediment is mocking me.
i hate how i am so used to bad faith reactions that i actively have to remind myself that other people can have speech impediments too.
i hate how people use speech impediments as an excuse to not take someone seriously.
i hate how this made me not want to talk at all anymore at some point.
and i hate how all the speech therapy just made me more aware of my and other impediments and how it instilled in me that they're bad and need to be fixed at any cost
Characters who have speech impediments and names that are difficult/impossible to say with said speech impediment. I'm talking characters with lisps with S's in their names, characters with stutters and fucky consonant combinations, characters with any sort of articulation disorder and their personally evil sounds garnishing their whole name like cyanide with a side of arsenic.
This can be made especially evil when their speech impediment gets worse when they're stressed. Maybe it gets so bad, they don't even try and introduce themself.
Fluff points: Caretaker gives them a new name. Maybe one they've always liked or the name of someone/something they really adore.
Whump points: Caretaker gives them a new name that just happens to be Whumper's
