in the classroom
Differentiated Instruction
When dealing with any sort of exceptionality in the classroom, it is important that teachers respond with differentiated instruction. Differentiated Instruction is the process of ensuring that all students are able to learn in the classroom, no matter their ability level. Alberta Education explains the importance of this as, "Differentiated instruction benefits students with disabilities because it creates and promotes an environment in which learning differences are not just tolerated, they are expected and valued. A differentiated approach supports an inclusive education system in which all students have the best possible learning opportunities." *
Differentiating Instruction for the child with a Speech-Language Disorder
The teacher should strongly encourage self-expression but be careful not to pressure the student to speak. Give the student the opportunity to participate in class discussions as much as possible, even if extra time is necessary. However, take into consideration the fact that speaking in front of a group of people can be an agonizing experience for the student.
Below is a couple of examples that can create a better learning atmosphere for speech language disabled students both at home and at school.
Context:
Below is a list of recommended instructional strategies for teachers and parents that they may find helpful when assisting a student with speech impairments. Remember these are only suggestions and when in doubt on how to help, ask him or her how you can best be of assistance.
General Strategies:
Links to Resources:
*http://education.alberta.ca/media/1234001/11_ch8%20students.pdf (pg. 116)
University of Delaware
Learn Alberta- Stuttering
Learn Alberta- Receptive Language
When dealing with any sort of exceptionality in the classroom, it is important that teachers respond with differentiated instruction. Differentiated Instruction is the process of ensuring that all students are able to learn in the classroom, no matter their ability level. Alberta Education explains the importance of this as, "Differentiated instruction benefits students with disabilities because it creates and promotes an environment in which learning differences are not just tolerated, they are expected and valued. A differentiated approach supports an inclusive education system in which all students have the best possible learning opportunities." *
Differentiating Instruction for the child with a Speech-Language Disorder
The teacher should strongly encourage self-expression but be careful not to pressure the student to speak. Give the student the opportunity to participate in class discussions as much as possible, even if extra time is necessary. However, take into consideration the fact that speaking in front of a group of people can be an agonizing experience for the student.
Below is a couple of examples that can create a better learning atmosphere for speech language disabled students both at home and at school.
Context:
- Change the setting so it is highly structured (e.g. plain walls, limited sensory input)
- Keep unwanted nosies out of the classroom as much as possible
- Allow language situations to represent "real life": Do this so that day-to-day functions are learned, at both home and school
- Maintain a consistency between school and home: Work at home should be done so that the work learned can be facilitated in all environments.
Below is a list of recommended instructional strategies for teachers and parents that they may find helpful when assisting a student with speech impairments. Remember these are only suggestions and when in doubt on how to help, ask him or her how you can best be of assistance.
General Strategies:
- Develop a procedure for the student to ask for help.
- Speak directly to the student and gain student's attention when you talk together.
- Be a good speech model and encourage imitation.
- Break tasks and assignments into short easy to manage steps.
- Encourage participation in classroom activities and discussions.
- Model acceptance and understanding in classroom.
- Set regular routines for the student.
- Discourage call out answers during question time.
- Anticipate areas of difficulty and involve the student in problem-solving.
- Provide assistance and provide positive reinforcement when the student shows the ability to do something unaided.
- Use a peer-buddy system when appropriate, pair with easy-going, patient partners.
- Check students comprehension of directions and information
- Devise alternate procedures for an activity with student.
- Use natural gestures that to give students added clues.
- Avoid drawing attention to or correcting errors the student makes.
- Be patient when student is speaking, since rushing may result in frustration.
- Allow anxious students to talk in unison with groups.
- When needed, provide forced alternatives (eg. "Would you like ______ or ______?")
Links to Resources:
*http://education.alberta.ca/media/1234001/11_ch8%20students.pdf (pg. 116)
University of Delaware
Learn Alberta- Stuttering
Learn Alberta- Receptive Language