Speech-Language Pathologist, Part 7

Question 1: Give some examples of ways that curriculum can be adjusted for students with disabilities to ensure participation in group academic activities.

Answer 1: A student who has problems with oral communication and writing, but who can type on a computer keyboard, can record the group’s responses by typing what fellow group members dictate. A student with visual or cognitive deficits who cannot identify locations on a map by pointing can hold the map while other students point. A student who cannot read aloud can hand out books to other students and can appoint other students to read from them. In reading group, a student with reading problems can listen to other students read aloud. A student with auditory comprehension problems can read rather than listen while the other students listen. A student whose disabilities either make taking a test impossible or prevent test results from reflecting his or her competence or learning can perform hands-on activities to demonstrate what he or she has learned. Portfolio assessments can evaluate these activities.

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Question 2: Give some examples of how SLPs and teachers can vary instructional input to accommodate students’ learning styles and strengths.

Answer 2: For students with hearing impairment or difficulty with auditory comprehension and/or retention, an overhead projector can help. Amplification systems can help hearing-impaired students. Small-group activities reinforcing the general concepts being taught can emphasize the information rather than the student’s end product. For example, a small group can collaborate to contribute examples from real life of categories for class inclusion, such as food groups, types of animals, types of occupations in the community, etc. Students who have visual deficits, difficulty writing or shifting their attention, or difficulty listening and writing at the same time can be provided with copies of teachers’ or other students’ notes or with a designated note-taker. Students with visual impairment or perceptual deficits can be given printed outlines for video presentations. For students who have difficulty shifting their attention between paper and the blackboard, information written on the board can be given to them as printed handouts.

Question 3: Give some examples of how SLPs and teachers can modify forms of student output to accommodate various disabilities, allowing students to demonstrate their learning.

Answer 3: Students who have difficulty writing complete pages, paragraphs, or essay answers can be given assignments or tests requiring them to fill in the blanks instead. Students who have difficulty with handwriting can be allowed to use a computer, other keyboard, or label maker as alternative response modes. Students with writing and/or visual difficulties can be given oral examinations or reports, thus demonstrating their knowledge verbally instead of visually and manually. Current technology gives educators the opportunity to allow students who have trouble with collaborative activities to text or instant message SLPs, teachers, and/or other students to help allay their anxiety in group situations. Students who have difficulty with writing, speaking, verbal processing, and/or phobias or anxiety about addressing groups can build models, draw pictures, or perform other hands-on exercises in lieu of taking or giving written or oral exams, reports, or presentations.

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