Teaching Students with Speech-Related Disabilities

What does it mean if someone has a speech-related disability?

Some people have difficulties with speech, such as forming and reproducing vocal sounds, articulation challenges, or an unusual fluency pattern. These difficulties could be due to cerebral palsy, hearing loss, or another condition that makes it difficult to pronounce words.

A speech-related disability may cause slurring or stuttering that can prevent individuals from expressing themselves clearly; it is not related to intellectual capacity. Some persons with speech-related disabilities may use communication boards or other assistive devices, or they may be accompanied by a communication support person.

Suggested tips on teaching a person with a speech-related disability

In the classroom or laboratory

Avoid making assumptions about a person’s disability or capabilities; many persons with disabilities talk about being frustrated with people assuming what they can or cannot do. Remember that although persons with disabilities might have specific needs, every individual is different.

When the course begins

• Encourage students to tell you about any accessibility concerns. You can do this verbally early in the semester and by including an accessibility statement on your syllabus. Indicate that such conversations are confidential and are strictly for facilitating any learning needs or accommodations that may be in place.
• Identify and clearly express the essential course content, and recognize that students can express understanding of essential course content in multiple ways. Diversify assignments or allow for exceptions to enable all students to demonstrate their specific talents (for example, oral presentations, poster presentations and written assignments).
• Insist on professional, civil conduct between and among students to respect people’s differences and create an inclusive environment.
• Consider providing your classes with information about the accessible features of their immediate environment (for example, automatic doors and accessible washrooms).

While in session

• Avoid speaking excessively slowly or loudly; such adjustments are not necessary for most persons with speech-related disabilities.
• Include the person with a speech-related disability in the class and involve him/her in discussions and class plans.
• If the student is hesitant to speak, consider asking the student to prepare questions or comments in writing.
• Allow for silence to give the student time to respond to a question. The person may simply need time rather than further explanation of the question.
• Avoid making remarks such as “slow down,” “take a breath,” or “relax.” This will not be helpful and may be interpreted as demeaning.
• Avoid finishing the person’s sentences or guessing what is being said. This can increase their feelings of self-consciousness and sometimes make it worse.
• Minimize external distractions so that full attention is on the communication.
• Maintain eye contact with the person while he or she is speaking.

Suggestions for interacting one-on-one with a student with a speech-related disability

• Patience, respect, and a willingness to find a way to communicate are your best tools.
• If you haven’t understood, do not pretend that you have; ask the person to repeat the information.
• Whenever possible, ask questions that can be answered with a “yes” or a “no.”
• Allow the individual adequate time to get their point across.
• Wait for them to finish before you respond.
• If you are not sure what to do, ask, “Can I help?”

Accommodating a student with a speech-related disability

As an educator, you have a responsibility to accommodate students with disabilities under the Ontario Human Rights Code. Requests for accommodation are made on an individual basis by students through the Office for Students with Disabilities and require medical and/or formal documentation.

The following are common academic accommodations that may be required for students with speech-related disabilities. This list is not exhaustive and is not intended to replace the official request for academic accommodations as communicated by the Office for Students with Disabilities.

Classroom and laboratory accommodations

• Discuss alternatives for class participation, such as providing written questions or comments.
• Arrange to meet with the student to discuss specific learning needs, strategies for success, alternatives to course assignments, and methods of evaluation when the student provides his or her letter of accommodation.
• Discuss alternatives to oral presentations, such as presenting to a smaller audience or one-on-one, using a digitized voice, or completing written work when appropriate.

Tests, exams and evaluation accommodations

Discuss alternatives to oral presentations, such as presenting to a smaller audience or one-on-one, using a digitized voice, or completing written work when appropriate.

Remember that students with disabilities do not have to disclose their disability to their professors or anyone else in the academic environment in order to receive accommodations. Unless a student chooses to disclose to you the nature of his or her disability, you will only receive information on the accommodations the student is entitled to receive. It is important to familiarize yourself with the accommodation and the accessibility resources and protocols at your university to ensure you are following recommended practices.