Speech and Language Impairments

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Child with a Cleft Pallet
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How to accommodate the needs of the students?
Suggested teaching accommodations:
  • Making the syllabus available four to six weeks before the beginning of the class and, when possible, being available to discuss the syllabus with students considering the course
  • Beginning lectures with a review of the previous literature and an overview of topics to be covered that day
  • Using an overhead projector to outline lecture materials, being mindful of legibility and the necessity to read aloud what is written
  • Explaining technical language, specifically terminology, or foreign words
  • Emphasizing important points, main ideas, and key concepts orally, and/or highlighting them with colored pens on the overheads
  • Speaking distinctly and at a relaxed pace, pausing occasionally to respond to questions or for students to catch up in their note taking
  • Speaking distinctively and at a relaxed pace, pausing occasionally to respond to questions or for students to catch up in their note taking
  • Noticing and responding to non-verbal signals of confusion or frustration
  • Trying to eliminate or at least minimize auditory and visual classroom distractions such as noise in the hallways
  • Leaving time for a question-answer period and/or discussion periodically and at the end of each lecture
  • Trying to determine if students understand the materials by asking periodically for students to volunteer to give an example, a summary, or a response to a question
  • Providing periodic summaries during lecture
  • Giving assignments in writing as well as orally and being available for clarification
  • Providing a suggested time line when making long-range assignments and suggesting appropriate check-points
  • Being available during office hours for clarification of lecture materials, assignments, and readings
  • Selecting a textbook with a study guide, if available, offering questions and answer sessions, review sessions, and quiz sections
  • Helping students find study partners and organize study groups
  • Providing study questions for exams that demonstrate the format that will be used as well as the contentProviding a model of exemplary answer and delineating what comprises a good response
  • Asking the student who self-discloses how you as an instructor can facilitate his/her learning
  • Discussing in private with a student when you suspect that he/she may have a learning disability, describing what you have observed, and if appropriate, referring the student to available support service.

What are some assessments that teachers can use?

Suggested Testing/Evaluation Accommodations:

    • Allowing extended time on exams
    • Providing a reader or a tape-recorded exam when the exam entails a lot of reading, e.g., a multiple-choice exam.
    • Providing the exam in an alternative format (if appropriate to subject matter), e.g., objective instead of essays or vice versa
    • Allowing students to take exams in a separate room that is a distraction-free environment
    • Allowing students to answer exam questions using methods other than writing, for example, orally taping, or word processing
    • Allowing students to clarify or rephrase an exam question in their own words as a comprehension check before answering the questions
    • Analyzing whatever appropriate (for example, in solving math, chemistry, or physics problems), not only the final solutions, but also the process the student used to reach the solution
    • Allowing alternative methods to demonstrate mastery of course objectives (e.g., research project, class demonstration, oral presentation, or a paper.)
    • Allowing students to use adaptive technology such as a handheld spell checker, word processor, or calculator
    • Avoiding unduly complex sentence structure such as double negatives and embedding questions within questions
    • Providing ample blank space or additional exam booklets for students with overly large handwriting
    • Providing alternatives to computer-scored answer sheets such as allowing students to indicate their answers directly on the examination
    • Providing tape recorder and transcription services or word processor for students with illegible handwriting
    • Allowing students who have memory deficits to bring to exams a list of important formulas that may be required to solve problems/questions

Create an activity that could apply in a classroom setting incorporating the student with special needs (base on your topic) and post it on your page. Describe how the activity is going to influence all the students in the classroom .
The Puzzle Exercise: Pair Two Students up together and have them sit back to backOne student is blindfoldedPlace the same puzzle in front of each student. The pieces of this puzzle should be different shapes and textures. The un-blindfolded student will explain to his partner how to put the puzzle together. The student who is blindfolded will assemble the puzzle with only the direction of his partner. This exercise helps students to communicate and learn to speak to one another. It requires one student to listen and follow direction, while the other student is required to creative and critical thinking skills to explain an idea to their partner. This helps both students on their vocabulary, requiring each of them to really articulate words that describe shape, texture, ridges, etc.***