Speech impairments come from oral motor function problems and include stuttering and/or difficulties with the pitch, volume or quality of the voice. As a communication disorder, a speech impairment may isolate a student from his or her social and educational environment. For example, a student who stutters may choose not to participate in class discussions. Assistive communication technology can help nonspeaking people engage in the give and take of shared thought, whether oral or written.
How Speech Impairments May Affect Writing
- Difficulty with verbal communication in all settings;
- Difficulty and/or reluctance interacting with others in class discussions or group work, such as peer editing.
Assignment Design and Delivery
- Employ UDL principles in assignment design and delivery;
- In developing an assignment, recognize that the assignment's goal can be accomplished through a variety of means. Offer flexibility in assignment tasks to make the overall learning goal accessible to all students;
- Clearly present goal(s) of assignment to students on instruction sheet and during in-class assignment review;
- Provide assignments in alternate formats (print, online, audiotape) for greater accessibility;
- Review assignment instructions in class;
- Emphasize drafting and revision.
Classroom Accommodations
- Establish a supportive writing environment;
- Have student sit in the front of the room;
- Provide alternative for in-class oral work.
Assistive Technology
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Assistive technology for students with speech impairments aid in all aspects of oral communication. Some of the common and highly effective aides and devices that these students may use include:
- Word prediction software;
- Screen reader software that converts text on the screen into speech output;
- Speech synthesizers that act as substitute voices for students unable to communicate verbally allowing these students to participate in class discussion.
The Ohio State University Partnership Grant Fast Facts for Faculty Series
The Fact Sheet "Teaching Students with Sensory Impairments" is available at http://ada.osu.edu/resources/fastfacts/
National Dissemination Center for Children with Disabilities
http://www.nichcy.org/pubs/factshe/fs11txt.htm Fact Sheet 11 on Speech and Language Impairments is commonly quoted and referenced.
Project DO-IT (Disabilities, Opportunities, Internetworking, and Technology)
http://www.washington.edu/doit/Faculty/
Of particular interest for faculty working with students with deafness or hearing impairments include:
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What challenges do individuals with hearing and/or speech impairments have in operating computers?" http://www.washington.edu/doit/Faculty/articles?72
