Modifications in the Classroom
Students who struggle with speech and language disabilities can get modifications to adjust to their needs in the classroom and at school.
Speech Impairment Modifications
1) Based on the severity of the speech disorder, the student should be allowed to replace oral assignments with written assignments.
2) Grading should be modified based on the speech impairment. (For example, a student with a speech impairment should receive modified grading on an assignment that involves reading aloud)
3) The student should be given adequate time to express themselves. Slow speakers should not be interrupted.
4) Provide the Speech/Language Pathologist with the student's spelling, vocabulary, and/or reading assignments
5) The student should be allowed to use AAC (Augmentative and Alternative Communication) to communicate with peers and the teacher. (Fentress)
* AAC includes all forms of communication that we use to express thoughts, feelings, needs, etc. Facial
expressions, gestures, and pictures are all examples of AAC. Special augmentative aids, such as picture
and symbol communication boards or electronic devices, are available to help students with speech
impairments communicate effectively. (ASHA)
Language Impairment Modifications
1) The student should be provided with a copy of classroom notes.
2)The student should be allowed extended time for tests and assignments.
3)The student can be provided with information about topics before they are covered in class. That way the student has an idea of the concept and language surrounding that concept
4) The student should be given simple, one step instructions.
5) The student should be allowed to give assignments both orally and written. (Fentress)
Homework Strategies and Study Skills
Learning occurs through the process of communication. In order for students to succeed, they need to have the ability to participate in interactive communication with peers and teachers in the educational setting. Students with speech and language impairments have to work harder to communicate and understand language, here are a few tips to help:
- Use objects to help identify vocabulary concepts and terms. For example, when learning colors, have the child pick up or point to an orange object instead of just saying the word.
- Make use of visual representations, diagrams, pictures and graphic organizers
- Relate material they are learning to their life. For example, if the student is reading a short story for class, they will comprehend the language better if they can relate to the feelings and/or experiences of characters in the story to themselves.
- Make use of any available audio transcriptions the student can use to hear something being said, and practice repeating the words, phrases, or sounds.
- Take your time (Advance Web)
Finding a School Best Suited for Students with this Type of Disability
Parents or guardians of students with speech and language impairments should look in schools that offer Speech and Language Pathology services. Students with and language disabilities can be qualify for IEP plans. Speech-language pathologists provide comprehensive language and speech assessments for children. Their services to students that help with communication problems can be provided in individual or small peer-group meetings. They also can be held in classrooms by teaming with teachers or in a consultative model with teachers and parents. Speech-language pathology services help students become effective communicators by enhancing their language skills, thus making them become better problem-solvers and decision-makers. The help they provide can help the child overcome their disability as well as regain confidence in themselves. (Reading Rockets)
References:
http://www.fentress.k12tn.net/countywide/AccMod.pdf
http://www.asha.org/public/speech/disorders/AAC/
http://speech-language-pathology-audiology.advanceweb.com/article/061807-curriculum-modifications-
for-language-impairment.aspx
http://www.readingrockets.org/article/5128/
Students who struggle with speech and language disabilities can get modifications to adjust to their needs in the classroom and at school.
Speech Impairment Modifications
1) Based on the severity of the speech disorder, the student should be allowed to replace oral assignments with written assignments.
2) Grading should be modified based on the speech impairment. (For example, a student with a speech impairment should receive modified grading on an assignment that involves reading aloud)
3) The student should be given adequate time to express themselves. Slow speakers should not be interrupted.
4) Provide the Speech/Language Pathologist with the student's spelling, vocabulary, and/or reading assignments
5) The student should be allowed to use AAC (Augmentative and Alternative Communication) to communicate with peers and the teacher. (Fentress)
* AAC includes all forms of communication that we use to express thoughts, feelings, needs, etc. Facial
expressions, gestures, and pictures are all examples of AAC. Special augmentative aids, such as picture
and symbol communication boards or electronic devices, are available to help students with speech
impairments communicate effectively. (ASHA)
Language Impairment Modifications
1) The student should be provided with a copy of classroom notes.
2)The student should be allowed extended time for tests and assignments.
3)The student can be provided with information about topics before they are covered in class. That way the student has an idea of the concept and language surrounding that concept
4) The student should be given simple, one step instructions.
5) The student should be allowed to give assignments both orally and written. (Fentress)
Homework Strategies and Study Skills
Learning occurs through the process of communication. In order for students to succeed, they need to have the ability to participate in interactive communication with peers and teachers in the educational setting. Students with speech and language impairments have to work harder to communicate and understand language, here are a few tips to help:
- Use objects to help identify vocabulary concepts and terms. For example, when learning colors, have the child pick up or point to an orange object instead of just saying the word.
- Make use of visual representations, diagrams, pictures and graphic organizers
- Relate material they are learning to their life. For example, if the student is reading a short story for class, they will comprehend the language better if they can relate to the feelings and/or experiences of characters in the story to themselves.
- Make use of any available audio transcriptions the student can use to hear something being said, and practice repeating the words, phrases, or sounds.
- Take your time (Advance Web)
Finding a School Best Suited for Students with this Type of Disability
Parents or guardians of students with speech and language impairments should look in schools that offer Speech and Language Pathology services. Students with and language disabilities can be qualify for IEP plans. Speech-language pathologists provide comprehensive language and speech assessments for children. Their services to students that help with communication problems can be provided in individual or small peer-group meetings. They also can be held in classrooms by teaming with teachers or in a consultative model with teachers and parents. Speech-language pathology services help students become effective communicators by enhancing their language skills, thus making them become better problem-solvers and decision-makers. The help they provide can help the child overcome their disability as well as regain confidence in themselves. (Reading Rockets)
References:
http://www.fentress.k12tn.net/countywide/AccMod.pdf
http://www.asha.org/public/speech/disorders/AAC/
http://speech-language-pathology-audiology.advanceweb.com/article/061807-curriculum-modifications-
for-language-impairment.aspx
http://www.readingrockets.org/article/5128/