Speech and Language Impairment
Speech and Language Impairment
Speech and language impairment (SLI) refers to any one or combination of the following conditions that may lead to communication difficulties:
– Articulation disorder – characterized by substitutions, omissions or distortions of speech sounds
– Fluency disorder – characterized by atypical rate, rhythm, and repetition of sounds
– Voice disorder – characterized by differing production and/or absences of vocal quality, pitch, loudness, resonance, and/or duration that is inappropriate for an individual’s age and/or gender
– Language disorder – characterized by impaired comprehension and/or use of spoken, written and/or other symbol systems
General Difficulties Encountered by Students with SLI
– Difficulties in communicating effectively with others which may affect one’s self-esteem and development of social relationships
– Difficulties in understanding and/or giving oral presentations
– Struggles in following rapid verbal exchanges which may limit one’s participation in classes
– Lack confidence in speaking in front of public or a large group of people
Useful Tips for Supporting Students with SLI
1. Communication:
– Check with the student to confirm the preferred mode of communication and required learning aids, if any (e.g. face-to-face, email, sign interpretation, etc.)
– Focus on the message the student is trying to communicate rather than grammar and pronunciations
– Restate the student’s message to verify your understanding if necessary
– Make use of visual/non-verbal cues and gestures if needed
– Allow sufficient time for the student to process and respond to information you have provided
2. Inclusive Teaching:
– Encourage the student to find a seat where he/she will have an unobstructed line of vision
– Make use of assistive listening/real-time captioning devices as provided by the student
– Enable real-time captioning for online classes
– Provide lecture materials prior to class to facilitate students’ preparation for class
– Permit audio/video recordings of lectures to facilitate students’ revision/ learning after class
– Adjust lighting in the teaching environment, especially for students who depend on lip-reading and/or sign interpretation service
– Discuss special learning and/or exam arrangements privately with students concerned
– Acknowledge and show respect for diversity in learning needs
3. Assignment & Assessment:
– Consider alternatives to those assignments and/or examinations that are based on oral presentations
– Consider extra time in quizzes/tests/exams if necessary
– Arrange a separate venue for quizzes/tests/exams to minimize distractions and noise
– Provide written instructions during exams
References