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Accomidations and Strategies for students with Speech Impairments

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Accomidations and Strategies for students with Speech Impairments

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Academic accommodations may be described as strategies to effectively level the playing field for students with disabilities. These compensatory techniques are not designed to give students with disabilities an advantage over their peers. Educational accommodations ensure that students with disabilities have equal access to information and are given an opportunity to demonstrate their knowledge of a subject. The same accommodation may be used by individuals with different disabilities, and two individuals with the same disability may use different accommodations. The emphasis is not placed on consistency of accommodation, but rather on meeting the documented need for individual accommodation.

Common Accommodations & Instructional Strategies by Disability

Accommodations

Exam divided into small units to allow for fatigue

Extended time on exams

Frequent breaks

Give directions in a step by step written format

Exams administered in a non-distracting environment

Use of a note taker if documented

Priority registration

Extended time to complete course

Tape recorded lectures

Accommodated tutoring

Instructional Strategies

Provide repetition and consistency

Demonstrate new tasks, provide examples to illustrate ideas and concepts

Provide rest breaks due to student's reduced stamina

Provide mnemonic memory devices when appropriate

Reduce stressful class situations due to student's sensitivity to stress

Allow for longer response time

Remember to praise

Accommodations

Seating in front of class

Minimizing of distractions by seating away from doors and windows

Extended time to complete exams

Administration of exams in a non-distracting environment

Taped lectures

In-class note taker

Medication prescribed by physician

Class scheduling assistance

Instructional Strategies

Provide opportunity for student to work standing up or pacing

Arrange frequent breaks

Ignore inappropriate interruptions

Provide outline for lectures

Highlight key concepts

Give directions in writing

Utilize study guides for exams

Use a multisensory teaching approach

Extend time for exams and assignments

Provide detailed class syllabus

Accommodations

Augmentative communication device (synthesized speech, print output, etc.)

Course modifications, such as one-to-one presentations and the use of a computer with a voice synthesizer

Instructional Strategies

Permit students the time they require to express themselves, without unsolicited aid in filling the gaps in their speech

Be patient and take the time to communicate effectively. Ask students to repeat or clarify if you do not understand their speech

Permit students to be silent in class unless speech is a required course competency appropriate for particular students

Accommodations

Note takers to allow for full attention to speaker or interpreter

Use of an interpreter if appropriate

Use of Real-time Reporting if appropriate

Use of an amplification system if appropriate

Front row seating to maximize the intake of visual cues

Appropriate lighting even during the use of visual aids so the faculty member or interpreter can be seen at all times

Exams with extended time if a documented accommodation

Instructional Strategies

Deliver lectures slowly and clearly. Be sure your mouth is not covered by your hand or book. Repeat words if necessary

Face the class and not the chalkboard. Avoid standing behind the student with a hearing impairment, or walking back and forth in front of the class

Write important material on the chalkboard or overhead transparency

Hand out typed or printed notes

Use closed captioned videos and movies. If they are not used, provide a written explanation of either the video tape, movie, use an interpreter, or provide a demonstration

Realize that a beard or mustache may hinder the comprehension of someone who reads lips

Give assignments in written form

Repeat classmates' comments and questions

Give the student adequate time to respond to questions to allow the student with a hearing impairment to participate in the class

Check privately with the student to determine whether he or she feels comfortable speaking in class

Be patient and take the time to communicate effectively

Accommodations

Priority registration

Extended time to complete course

Textbooks in alternate format

Scan/read equipment

In-class note takers (use note takers notebook)

Tape recorded lectures

Copy of faculty member's notes

Real-time reporting

Use of transcriber for written assignments

Use of a lap top computer

Use of an electronic spell checker

Extended time to complete in-class written assignments

Use of a basic, four-function calculator in class

Tests administered in a non-distracting environment

Extended time on exams

Proctored exams (oral responses, responses transcribed, audiotaped responses)

Accommodated tutoring

Instructional Strategies

Choose textbook that comes with a study guide

Double-space all material

Provide handouts in high contrast form

Make syllabus available prior to first class to allow students to prepare early

Use multimedia techniques in the lecture

Provide lecture outlines, teach definitions and terms, emphasize key points

Provide clear deadlines

Allow alternative formats for class assignments (oral presentation, visual displays, etc.)

Read aloud material that is written on the chalkboard, handouts, or transparencies

Minimize penalties for misspellings, incorrect punctuation, and poor grammar unless the object of the assignment is to demonstrate written skills

Critique early draft of the paper

Examine test for the types of errors (consider partial credit, student conference, tutor conference, etc.)

Provide alternatives to computer scored answer sheets (allow student to mark on the test)

Consider alternative test design (multiple choice and matching designs can be confusing to a student with perceptual impairments)

Consider alternative or supplementary assignments to evaluate a student's mastery of the course material

Consider course substitution when doing so would not substantially change an essential element of the curriculum

Accommodations

Use of a note taker, tape recorder, etc.

Extended time for exams

Proctored exams (oral responses, audiotaped, videotaped, transcriber)

Extended time for assignments due to slow writing speed or medical concerns

Adjustable tables, lab benches, etc.

Special parking decals

Accessible classes, buildings, field trips, etc.

Preferred class seating

Location of needed equipment and supplies in close proximity to the student

Priority registration and pre-registration

Consideration of classes and locations when scheduling classes

Instructional Strategies

Give consideration to students with mobility impairments if they are late to classes, especially in inclement weather

Aid in manipulating tools, lab equipment, etc.

Substitute non-corrosive chemicals in laboratory classes

Consider sitting down when a conversation lasts for more than a few minutes in order to be at eye level with the student

Accommodations

Assistance with campus orientation, registration, etc.

Assistance with choosing class schedule

Extended time for exams

Change of location for exams

Note takers, readers, tape recorders

Modifications in seating arrangements (near door for frequent breaks)

Extensions of time for projects

Time management and study skills assistance

Instructional Strategies

Provide syllabus, textbook, and reading lists early

Allow beverages during class and exams. Some medications dry the mouth

Provide writing assignments as one alternative to oral presentations

Provide feedback frequently on academic performance

Allow flexibility in attendance requirements in case of hospitalization/crisis

Consider grade of incomplete or late withdrawals in the event of prolonged illness related absences

Provide outlines of lectures

There are other impairments (neurological and medical conditions) which do not fit under the major categories already discussed but which are covered under Section 504 and the ADA. These disabilities (e.g. heart conditions, sickle cell anemia, hemophilia, arthritis, asthma, diabetes, respiratory disorders, cancer, kidney problems, Tourette's Syndrome, severe chronic pain) can affect students by significantly impairing their energy level, memory, mobility, speech, vision, or muscular coordination. In some cases, the degree of impairment may vary because of the nature of the medical condition. Some conditions are progressive and get worse year-by-year, resulting in emotional consequences for the student. Some students may be absent from class as a direct result of their disabilities, and they may require consideration regarding attendance policies. Some students may need accommodations similar to those found elsewhere in this guide. Others will need no special modifications.

Accommodations

Books and materials on tape or computer disk

Large print materials

Closed circuit TV

Scanner and speech synthesizer

Magnifier

Tactile signage and maps

Auditory signals

Computer screen enhancement (ZoomText)

Braille printer

Note taker or Brailler

Brailled materials

Guide dog access

Extended time for exams and in class assignments

Proctored exams (oral administration, transcriber, exam on disk for use with a speech equipped computer)

Copies of overhead (enlarged, high contrast, bold)

Preferred seating for low vision students

Instructional Strategies

Provide a preview tour of the classroom, lab, and office before class

Provide class materials altered to correct format (enlarged, brailled, bold, etc.)

Provide tactile models, visual relief maps, replicas, etc., to convey ideas

State aloud what you write on the chalkboard or overhead projector

Face class when speaking

Be flexible with assignment deadlines, especially if library research is required

Consider alternative testing formats

Remember that time is required to locate suitable materials, textbooks, etc., in an alternative format

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Academic accommodations may be described as strategies to effectively level the playing field for students with disabilities. These compensatory techniques are not designed to give students with disabilities an advantage over their peers. Educational accommodations ensure that students with disabilities have equal access to information and are given an opportunity to demonstrate their knowledge of a subject.

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What Teachers Should Know

Speech refers to the way sounds and words are formed, and language refers to the broader system of receiving and expressing information.

Students with speech impairments may have difficulty with:

articulation, the production of speech sounds

fluency, the rhythm and flow of speech (stuttering is a common fluency disorder)

voice, the quality of pitch, resonance, or loudness

Students with language impairments may have difficulty understanding and being understood through communication - verbal, nonverbal, and written.

Students with speech and language impairments may:

need accommodations in seating or use assistive devices in class

have difficulty understanding or following directions

have difficulty reading, writing, or speaking aloud in class

feel self-conscious or anxious about talking

miss class time to attend speech-language therapy

What Teachers Can Do

Students with speech and language impairments may benefit from individualized education programs (IEPs) or 504 education plans. If your student is being treated for a speech or language problem, part of the treatment may include seeing a speech-language pathologist (SLP) during the school day. Therapy may be one or more times a week, depending on the severity of the condition.

Students with speech and language impairments can feel stressed and anxious, which can make it even harder to talk and express themselves. The student may speak slowly in class and should be given plenty of time to express his or her thoughts. Interrupting or completing a sentence for the student is not helpful and might cause embarrassment.

You can support your student by:

giving additional time to complete assignments or make up work

substituting written papers or projects for oral presentations, or allowing the student to demonstrate learning one-on-one with you

reviewing the IEP or 504, if the student has one, and working with the SLP to facilitate communication and learning in the classroom

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Speech and Language Impairments Special Needs Factsheet

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Speech refers to the way sounds and words are formed, and language refers to the broader system of receiving and expressing information. Students with speech impairments may have difficulty with: articulation, the production of speech sounds fluency, the rhythm and flow of speech (stuttering is a common fluency disorder) voice, the quality of pitch, resonance, or loudness Students with language impairments may have difficulty understanding and being understood through communication - verbal, nonverbal, and written.

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Supporting Students with Hearing Impairments

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Supporting Students with Hearing Impairments

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Teaching Strategies for Students with Hearing Impairments

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Teaching Strategies for Students with Hearing Impairments

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Introduction

There is a range of inclusive teaching strategies that can assist all students to learn but there are some specific strategies that are useful in teaching a group which includes students with hearing impairments. In considering alternative forms of assessment, equal opportunity, not a guaranteed outcome, is the objective. You are not expected to lower standards to accommodate students with a disability, but rather are required to give them a reasonable opportunity to demonstrate what they have learned.

First Day

Include a statement in your course syllabus regarding accommodation issues for students with disabilities. See the Suggested Disability Statement for course syllabi.

Invite students to self-identify on the first day of class by making a public statement such as: "Please contact me to discuss disability accommodations."

Lectures and Other Teaching Sessions

Keep instructions brief and uncomplicated as much as possible. When repeating instructions, repeat exactly without paraphrasing.

Clearly define course requirements, the dates of exams, and when assignments are due. Provide advance notice of any changes.

Present lecture information in a visual format (e.g., chalkboard, overheads, PowerPoint slides, handouts, etc.).

Use more than one way to demonstrate or explain information.

When teaching, state objectives, review previous lessons and summarize periodically.

Make instructional on-line course materials available in text form. For that material which is graphical in nature, create text-based descriptions of material.

Repeat the comments and questions of other students, especially those from the back rows. Acknowledge who has made the comment so students who are deaf or hard of hearing can focus on the speaker.

When appropriate, ask for a hearing volunteer to team up with a student who is deaf or hard of hearing for in-class assignments.

If possible, provide transcripts of audio information.

Allow several moments extra for oral responses in class discussions.

In small group discussions, allow for participation by students with hearing impairments.

Face the class while speaking; if an interpreter is present, make sure the student can see both you and the interpreter.

If there is a break in the class, get the attention of the student who is deaf or hard of hearing before resuming class.

People who are deaf or hard of hearing often use vision as a primary means of receiving information. Captioned videos, overheads, diagrams, and other visual aids are useful instructional tools for students with hearing impairments.

Be flexible: allow a student who is deaf to work with audiovisual material independently and for a longer period of time.

Assist the student with finding an effective notetaker from the class.

Provide hand-outs (preferably electronically) in advance of lectures and seminars.

Ensure key notices e.g. regarding cancellations or re-scheduled classes, are also announced in ways that are accessible to deaf or hearing impaired students.

In lecture/discussion classes, take care over seating arrangements and encourage people to take turns to speak. Work with the student on strategies to help them participate fully and find out if they wish any other adjustments.

Circular seating arrangements offer students who are deaf or hard of hearing the best advantage for seeing all class participants.

When desks are arranged in rows, keep front seats open for students who are deaf or hard of hearing and their interpreters.

Make field trip arrangements early and ensure that accommodations will be in place on the given day (e.g., transportation, site accessibility). Provide plenty of warning so a personal assistant or adaptive equipment can be arranged as appropriate for laboratory work and field trips.

A health and safety assessment for the student may be necessary in certain situations, and should be carried out beforehand. 'Reasonable adjustments' must be considered in the light of any perceived risk.

Individual induction to laboratory or computer equipment may be helpful

Writing Assignments and Examinations

Provide assistance with proofreading written work. Stress organization and ideas rather than mechanics when grading in-class writing assignments.

Encourage the use of spell-check and grammar-assistive devices when appropriate to the course.

General Ideas

Break information into small steps while instructing on new tasks.

For students needing other academic assistance, remind them of campus services such as the Writing Center, and the Academic Support Center.

Providing review or study sheets for exams is helpful.

Allow time for clarification of directions and essential information.

Make instructional materials available in text form on FerrisConnect.

When in doubt about how to assist the student, ask him or her as privately as possible without drawing attention to the student or the disability.

Face the class while speaking. Be sure that the student and the interpreter (if present) can see you while you lecture.

Avoiding lecturing or giving our procedural information while handing out papers. Losing eye contact with the student may also mean the loss of information for the student.

Repeat the comments and questions made by other students during class discussion. Acknowledge those who are speaking also so the student who is deaf or hard of hearing can focus their attention on them.

Using visual aids and materials during your instruction is beneficial for those with a hearing loss, as vision is their primary means of receiving information.

While the student maintains eye contact with the interpreter, it is important to remember to maintain eye contact with the student also.

Strategies Specific for the Sign Interpreter:

The student needs an unobstructed view of the sign language interpreter and the instructor. Speak directly to the student and the sign language interpreter will interpret your words directly. Do not expect the sign language interpreter to answer for the student. However, the interpreter is available to voice the student's signed comments.

Pauses between topics or main ideas during your lecture will facilitate the accuracy of the interpretation and thus be better understood by the student.

If there is only one interpreter in the classroom, he/she might need to break after 45 minutes of working. Interpreting is a highly taxing, both mentally and physically.

Sign language Interpreters who use "teaming" share the interpretation responsibilities by taking turns signing. When one interpreter is not signing, they should still be perceived as working as an integral part of the communication process for the student.

Strategies Specific for the Captionist:

In order for the student to have continuous access to the computer screen or to the person speaking and the Captionist, remember to walk around them.

It is in the Captionist's statement of ethics that they will not give away or sell the notes taken in class.

The Captionist needs to be seated at a small table near the front with access to an electrical outlet. Arrangements will have been made by the Disabilities Services staff to have this furniture in your classroom. If you do not see the table and chair the first day of classes, please notify Educational Counseling and Disabilities Services at 231-591-3057 or email ecds@ferris.edu.

Needs of Both Sign Interpreters and Captionists:

Course syllabi and any new vocabulary.

To be informed of any films, videos, or overheads to be shown in order to allow time for lighting and positioning to be arranged.

To be informed as to whether the audiovisuals will be captioned, closed captioned, labeled, titled or scripted.

Instructors should relax and talk normally, noting that there may be lag time between the spoken message and the interpretation.

When referring to objects or written information, allow time for the translation to take place. Replace terms such as "here" and "there" with more specific terms, such as "on the second line" and "in the left corner."

Strategies for Working with Students who Lip-read

Lip-reading is not easy and requires great concentration. Three quarters of it is guesswork and so clear speech and contextual clues are vital for understanding. There are lots of things you can do to make it easier for a lip reader to follow what you are saying.

Position: The deaf student will know where it is best to sit - this will often be near the front, slightly to one side of you. Try to avoid moving around (this may demand a change in your normal teaching style!)

Visibility: Face the light so you are not silhouetted in front of a bright window, for instance. Make sure you don't cover your mouth (e.g., with your hands, a cup or pen). Agree suitable cues with the student beforehand to ensure they are looking at you before you start to speak.

Speech: Speak clearly and at a reasonable and natural pace. Do not shout as this will distort your voice and lip patterns.

Reinforcing meaning: Give the student time to absorb what you have said and rephrase it if necessary. Remember sentences and phrases are easier to lip-read than single words. Use gestures where these are relevant but avoid exaggerated facial expressions. If you change the subject, make sure the deaf student knows. Write things down if you need to clarify them.

Lectures

Advance information: Lip-reading is easier when the subject area is known, so give the student a copy of lecture notes/OHPs/PowerPoint slides in advance to help familiarize with session content and vocabulary to be used. (If you put this on the Internet, everyone else will benefit too). Ensure the deaf student has relevant booklists well in advance, as they may rely more heavily on textbooks than lectures - early access to this information is a great help.

Structure: Well structured sessions are important for all students, but particularly for those who lip-read:

Include regular opportunities to review what has been covered.

Indicate when the subject is about to change, or a new concept is being introduced, by writing on the board or holding up an appropriate book or article.

Try to break up the session with opportunities to look at illustrations, pass round handouts or complete individual tasks.

Allow a little extra time for a deaf student to assimilate information and respond before progressing to the next stage.

Seminars/Group Work

These can be the most challenging situation for a deaf person.

Size: The optimum size of group for a deaf person is between 6 and 10. If a group is bigger than this it may mean that the deaf student does not have full access to discussions. Divide into smaller sub-groups and use regular plenary feedback so key points can be written on the board, or get each group to write their own summary on an overhead transparency. Either will help to reinforce key issues.

Seating: Arrange the room so that the deaf student can see everyone by putting chairs in a circle or horseshoe shape. Make sure no one is silhouetted against the light. The student may like to sit next to the chairperson as comments tend be addressed that way, or next to a notetaker so that he or she can pick up on missed discussion and follow changes in subject.

Visual cues: Signaling a change of speaker or asking participants to raise their hand before speaking can be very helpful to allow the student to look in their direction before they start to speak.

Use of Visual Aids

Boards and Flipcharts: When using OHPs, boards and flipcharts, allow students time to read what is written before starting to speak again. It is not possible to read and lip-read at the same time!

Slides: When using slides in a darkened room leave a curtain open or a spotlight on the speaker or interpreter.

Videos and Tapes: If possible, try to use subtitled videos or obtain a transcript of the commentary.

Contact Educational Counseling and Disabilities Services for general ideas to help individual students.

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Teaching Strategies for Hearing Impaired Students

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There is a range of inclusive teaching strategies that can assist all students to learn but there are some specific strategies that are useful in teaching a group which includes students with hearing impairments. In considering alternative forms of assessment, equal opportunity, not a guaranteed outcome, is the objective.

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Educational Plans for students with Autism

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Educational Plans for students with Autism

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Educational Plans | Autism Research Institute

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Deschenes, C., Ebeling, D., and Sprague, J. (1994). Adapting Curriculum and Instruction in Inclusive Classrooms: A Teacher's Desk Reference. Bloomington, Indiana: The Center for School and Community Integration, Institute for the Study of Developmental Disabilities. Shore, S., & Rastelli, L. (2006). Understanding autism for dummies. NY: Wiley & Sons.

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During IEP and Section 504 meetings, parents meet with school officials to determine what accommodations and modifications should be implemented to best help their child. But it is hard to know what is considered reasonable and what types of accommodations you should ask for. Each child with autism or Asperger's syndrome is different, each with unique needs. The list below can be used as a guideline. Some of the suggestions will not be relevant to your child. Choose those that you feel would best help.

Have a set routine for the school day. For younger students, provide a picture schedule. The schedule can be posted for all students to use or a small, desktop version can be created. Some students may do well if tasks are held with Velcro so they can remove them as the task is completed.

Provide adequate notice for any change of schedule, except in cases of emergency.

Provide lessons by giving a short summary of what will be covered, a detailed explanation and finish with a summary of the lesson.

Provide an area of the classroom the student can retreat to in times of high stimulation or when overwhelmed.

Identify distractions and take steps to minimize them. For example, if a child is sitting close to the heater, is it making noise that is distracting to the student.

Give directions that are clear and concise, using literal language.

Establish firm expectations for completing school work and homework. Children with ASD sometimes have a hard time completing assignments when there is no interest. Explain expectations and consequences for not completing the work.

Work with the special education teacher in developing lessons when necessary.

Break assignments into small sections or provide specific steps for completing a large assignment.

Incorporate pictures, images and other visual aids when teaching vocabulary words, scientific subjects and abstract concepts.

Allow extra time for completing tests and in school assignments.

Work with counselors to create a crisis plan for emotional outbursts or meltdowns.

Consider sensory sensitivities when determining where the child's desk should be placed.

Use tennis balls on the bottom of the chairs and desks to minimize noise when students get up from their seats.

Minimize what is hung on the wall of the classroom to avoid the student being overwhelmed. For example, keep a calendar, classroom rules and expectations, daily schedule.

Allow student to enter the classroom a few minutes before other students and to leave a few minutes early to avoid the chaos of the hallway in between classes.

Avoid the use of figurative speech and idioms. Use concrete terms to aid in children with ASD understanding.

Provide written notes or have another student use carbon paper to share notes if handwriting is a problem.

Incorporate a student's special interest in lessons. For example, if a student is fascinated with trains, use examples of trains in math and other lessons.

Allow the student to take notes on a laptop.

Use oral testing or other alternative testing methods for those with difficulty taking written tests.

Reduce homework assignments, for example, have student complete every other question or provide alternate ways for the student to reinforce learning.

Be aware of sounds and noise within the classroom. Some children with sound sensitivities may find clapping, yelling out of turn and high frequency sounds extremely distracting and in some cases, painful.

Again, all of these accommodations may not be relevant to your child. Think about how your child reacts to different stimuli at home and what works best for learning. The information you share with the school and your child's teachers will help them teach your child.

References:

"Accommodating Children with Autism Within an Inclusive Setting," 2007, Megan-Lynette Richmond, M.S., CCC-SLP, Super Duper Handy Handouts

"Aspergers and Classroom Accommodations," Date Unknown, Susie McGee, Love To Know Autism

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23 Ways to Accommodate Autism and Asperger's Syndrome in the Classroom | HealthCentral

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During IEP and Section 504 meetings, parents meet with school officials to determine what accommodations and modifications should be implemented to best help their child. But it is hard to know what is considered reasonable and what types of accommodations you should ask for.