Students with Speech Impairments

Impairments may range from problems with articulation or voice strength to being totally non-vocal. They include stuttering (repetition, blocks and/or prolongations occasionally accompanied by distorted movements and facial expressions), chronic hoarseness (dysphonia), difficulty in evoking an appropriate word or term (nominal aphasia), and esophageal speech (resulting from a laryngectomy). Speech impairments may be the result of various medical conditions. In some cases, such as cerebral palsy, there may be other physical systems affected causing difficulty in writing, mobility, etc.

Most students with speech impairments can communicate in one form or another and should be included in class activities and discussions. Students with speech impairments communicate in various ways. The student may use a synthetic speech device, a head wand and spelling board and others may communicate through an interpreter using sign language. These modes of communication require extra time and the key to effective interaction is patience.

Communication may be slower for the student. Allow him/her the time necessary to fully express him/herself. Do not second guess what the student wishes to say or attempt to complete their sentences for them. If you do not understand what the student said, do not pretend that you do. Ask them to repeat what they have said. If you summarize what they have said, you will be able to check whether you have understood them.

Speak to the student clearly and in a normal tone. There is often a tendency to raise voice volume when speaking to the student with a speech impairment.

Testing/classes
Oral examinations and/or classroom presentations may require modification, especially in classes where speech is a requirement. The manner in which the student presents information may need to be modified or a substitution of the class considered.

51                                       Revised 02/08