Speaking Challenged

Right Now

  1. Make note of the student's behaviors or other circumstances in relation to your class that you believe are impacting/may impact the student's learning. THESE are the focus of your interactions with the student, NOT any disability. Examples – problems participating in discussion, answering questions orally, and/or other communication in class; technology problems such lack of flexibility or responsiveness of speech device; difficulty participating in small groups; challenges with pace of class because of time lag with speech or device.
  2. Speak with the student in a confidential environment. When making arrangements for the meeting, if the student needs assistance communicating, ask the student if s/he will be bringing an interpreter. Remind the student that s/he can request an interpreter for the meeting through the DSPS office. If no interpreter is available but assistance communicating is needed, set up a meeting, either face-to-face or online, that is mediated partly or entirely through text-based communications such as chat, discussion, text messaging, or similar methods. Or simply use, or have the student use, paper and pencil to communicate in writing. As possible, allow extra meeting time to negotiate communication challenges during the meeting.
  3. Ask the student what challenges s/he is experiencing in the class and what strategies s/he has used successfully in the past, and use these to inform your instructional practice. Note: speak directly to the student, not to a companion or interpreter if one is present. If the student has both speaking and hearing challenges, recognize that the student will often need to break eye contact with you to follow the translation. When the interpreter voices the student's responses, keep eye contact with the student, not the interpreter.
  4. If relevant, ask the student about his/her speech generating device or other equipment to help you determine if simple changes can improve learning for the student. For example, you might agree to provide the questions you will be asking during lecture, new terms, and/or new vocabulary to the student in advance of class time so that s/he can program his/her device to be ready to participate fully in class.
  5. Also discuss any concerns you have that the student has not already raised, based on your observations and your knowledge of your upcoming assignments and curriculum. Then strategize with the student how to address these. You may wish to refer to the Teaching Strategies page for ideas.
  6. If the student has an accommodation plan from DSPS, review and discuss the plan with the student.
  7. If the student does not have an accommodation plan: While you can't directly refer a student to the DSPS office or inquire whether the student currently works with DSPS, you CAN recommend a RANGE of campus services to the student. Discuss student support services on campus including tutoring at CAS, workshops at CAS, the DSPS office, Counseling, and other services as appropriate, and offer to refer the student as s/he wishes, using Early Alert.
  8. If appropriate, also see the Hearing Challenged page for further assistance.

Next Steps

  1. Consider shifting some class communications and activities to paper or electronic text-based systems like text messaging, online chat, online discussion forums (live in class OR asynchronous) or similar venues to facilitate a more equitable communication environment.
  2. Ask colleagues for strategies they have used successfully when dealing with similar challenges, but be careful to maintain the student's confidentiality.
  3. Check your instructional materials for ADA, 504, and 508 compliance using this Checklist and begin retrofitting your materials to meet these federal requirements.
  4. Contact the DSPS office to request any resources they may have available to support your working with a student with the challenges you are observing. They may have media or print materials specific to your concerns, or they may be able to refer you to a campus colleague who has had success working with similar students.
  5. If you develop concerns regarding the safety of your student, your class, and/or yourself, contact your department chair, your dean or director, or the Vice President for Student Services for guidance.

For Future

To expand your knowledge base for working with students with disabilities:

  1. Review the Teaching Strategies page for specific strategies.
  2. Explore the Further Resources for Teachers page for links to additional guides, information, and materials to build your skills.
  3. Mine the Disability Awareness page for books, films, online video clips, and other materials to provide context to work effectively with these students.

 

Material provided for information purposes only. For legal advice, consult a legal professional.