Speech or Language Impairments (page 5)

By — Pearson Allyn Bacon Prentice Hall
Updated on Jul 20, 2010

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.

Adapt Evaluation

Some students may require extended time periods to complete class tests. Others may require the assistance of readers, scribes, or communication boards and communication partners while taking tests.

In the Classroom: Sample Environmental Adaptation Considerations

Seating Position

_____ near teacher

_____ near peer assistant

_____ near paraprofessional

_____ near board

_____ near front of room

_____ alone

_____ quiet space

_____ other

Seating Planned for

_____ lunchroom

_____ assemblies

_____ bus

_____ all classes

_____ other

Rearrange Physical Space

_____ move desks

_____ move class displays

_____ other

Reduce Distractions

_____ visual

_____ auditory

_____ movement

_____ other

Provide Daily Structure

_____ first thing to do when entering class

_____ second thing

_____ third thing

_____ being prepared

_____ other

Provide Designated Places

_____ in boxes

_____ out boxes

_____ other

Provide Orderly Models

_____ organized desks

_____ organized lockers

_____ other


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