Classroom Accommodations/Modifications for Speech Impairments:
- The most effective support for students with speech impairments is to receive speech therapy given by a speech-language pathologist (SLP). (Smith & Tyler, 2014)
- Based on speech severity, allow the student to substitute oral assignments with written papers or use other available technologies. (www.fentress.k12tn.net)
- Modify grading based on speech impairment. (www.fentress.k12tn.net)
- Allow the student time to express themselves. Do no interrupt a slow speaker. (www.fentress.k12tn.net)
- Provide the SLP with spelling/vocabulary lists. (www.fentress.k12tn.net)
- Allow the use of assistive technologies. (www.fentress.k12tn.net)
- Develop a procedure for the student to ask for help. (Do2Learn.com, 2013)
- Be a good speech model and speak directly to the student. (education.qld.gov.au, 2015)
- Reduce unnecessary classroom noise as much as possible. (education.qld.gov.au, 2015)
Classroom Accommodations/Modifications for Language Impairments:
- Students are greatly benefited by receiving language therapy from a speech-language therapist (SLP). (Smith & Tyler, 2014)
- Provide the student with information on topics prior to going over them in class. (www.fentress.k12tn.net)
- Minimize classroom noises and distractions. (www.fentress.k12tn.net)
- Provide copy of class notes. (www.fentress.k12tn.net)
- Give assignments both orally and written. (www.fentress.k12tn.net)
- Allow extended time for assignments and tests. (www.fentress.k12tn.net)
- Modify the length of assignments. (www.fentress.k12tn.net)
- Provide a private location for testing. (www.fentress.k12tn.net)
- Allow use of adaptive technologies. (www.fentress.k12tn.net)
- Provide SLP with spelling/vocabulary lists. (www.fentress.k12tn.net)
- Pre-teach words/ideas before using them in a real situation. (www.fentress.k12tn.net)
- Do not assume understanding of spoken instructions. (education.qld.gov.au, 2015)
- Ensure student has a way to appropriately express wants and needs. (Do2Learn.com, 2013)
- Ask open-ended questions. (Do2Learn.com, 2013)
- Present only one concept at a time. (Do2Learn.com, 2013)
- Work at the student's pace. (Do2Learn.com, 2013)
- Use tactic and visual cues (e.g. pictures, 3-D objects). (Do2Learn.com, 2013)
- Use as many hands-on experiences as possible. (Eggleston & Larson, 2007)
- Graphic organizers are useful in helping students organize and understand various language concepts. (Smith & Tyler, 2014)