Teaching Students with Speech-Related Disabilities

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.

• 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).

• 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.

• 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.

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.