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

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

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