Speech or Language Impairments (continued)
Alternative communication techniques involve the use of communication boards to assist communication. Communication boards contain pictures or words of commonly asked questions and responses to questions. When asking or responding to questions, students can point to the picture that communicates what they mean. Pointing devices that attach to the head can be used for students who have difficulty pointing with their hands or fingers. When the AAC user is unable to point, a communication partner can help identify the correct symbol. Some commercially available boards, such as the Touch Talker or LightTalker available from the Prentke Romich Company, produce speech output when the corresponding symbol or picture is touched (Lloyd, Fuller, & Arvidson, 1997).
More recent advances in technology have also incorporated the use of synthesized speech sounds when using some alternative communication devices. Students can type information into computers, and computers will produce the speech output for them using a variety of tones.
Adapt Instruction
Effective teaching practices, including clear, well-organized presentations and activities, will help meet the needs of students with speech and language disorders in your classroom. Appropriate pace of instruction and maximized student engagement—including frequent questioning and feedback—can help ensure academic success.
Facilitate Verbal Responding. Allow sufficient time for students with communication disorders to speak when responding. Do not impose time pressures on oral responses. When a student finishes, repeat the response for the entire class to hear. For example, Mr. Lee allowed Natalie, a student with a speech and language disorder, sufficient time to respond, and then said, “Natalie, that was a good answer. Natalie said, ‘The numbers 11 and 23 are both prime numbers.’”
A high school history teacher, Mrs. Stobey, met at the beginning of the school year, with Micky, a student who stuttered. Together they decided that if Micky raised his hand, then he felt comfortable trying to participate in the discussions and only then would Mrs. Stobey call on him to talk.
Initially, ask a student who stutters questions that can be answered in just a few words. If you are going to ask everyone in class to answer a question, call on the student who stutters relatively early, to allow less time for anxiety to develop (Stuttering Foundation of America, 1997).
Monitor your pace of instruction, especially when introducing new vocabulary to students with receptive language disorders. Use language cards containing representational pictures and illustrations depicting the definitions. Whenever possible, use concrete examples, rather than lengthy verbal descriptions, to illustrate new concepts.
Practice Oral Presentations. If oral presentations are mandatory, practice alone with students first and provide feedback. Consider allowing students to present with partners or in small groups, such that each group member has a different role during oral presentations.
© 2007, Merrill, an imprint of Pearson Education Inc. Used by permission. All rights reserved.
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