Instructional Strategies - Speech or Language Impairment
Teaching Strategies for Students with Speech or Language Impairment
- Consult with your SLP on strategies that are being used in the therapy room that you can implement in the classroom.
- Use tactile and visual cues (e.g., pictures, 3-D objects).
- Be a good speech model and avoid correcting speech difficulties.
- Encourage participation in classroom activities and discussions.
- Be patient when the student is speaking
- Listen for meaning and respond to content; do not criticize or call attention to speech difficulties
- Allow the person to finish his thought; refrain from filling in words of your own
- Pre-teach vocabulary
- Give simple one-step directions, or include visuals to help student follow directions
- Ask questions so they can be answered with a few words; work toward more detailed responses.
- Read aloud; point out rhyming words and repetitive sounds.
- Create opportunities for conversation; designate special times to talk about the day's activities; make choices about food or activities; discuss a favorite book or game.
- Teach the meaning of new words; use multiple concrete examples; explain how the same word can be used in different situations.
- Provide a list of new vocabulary to the SLP prior to use in the classroom.
- Allow alternate response modalities, such as oral or written, small group presentation vs. whole classroom.
- Allow student to tape lectures
- Provide the student a copy of class notes
- Provide verbal models of corrected sentences
- Ask open ended questions
- Paraphrase back what the student has said or indicated
- Use active listening
- Modify classroom activities so they may be less difficult, but have the same learning objectives.
- Design tests and presentations that are appropriate for the student (written instead of oral).
- Have the student sit in an accessible location to frequently monitor their understanding.
- Modifying assignments such as one-to-one presentation or use of computer
- Be aware of the student's functioning level in auditory skills, semantics, word recall, syntax, phonology, and pragmatics (and how they affect academic performance).
- Keep eye contact and give the child enough time to finish speaking.
- Try not to fill in words or sentences.
- Let the child know by your manner and actions that you are listening to what she says not how she says it.
- Model wait time taking two seconds before you answer a child's question and insert more pauses into your own speech to help reduce speech pressure.
- Order ' whether he wants to be one of the first to present, in the middle, or one of the last to present;
- Practice opportunities ways he can practice that will help him feel more comfortable, such as at home, with you, with a friend, or at a speech therapy session;
- Audience size: whether to give the oral report in private, in a small group, or in front of the entire class;
- Other issues: whether he should be timed, or whether grading criteria should be modified because of his stuttering.