College Student with a Disability:
A Faculty Handbook

Speech impairments may be congenital or the result of an illness or injury. They may be found alone or in combination with other disabilities. In any case, the college student with a speech/language impairment will probably have received some speech/language therapy.

Impairments range from problems with articulation or voice strength to being totally non-vocal. They include dysfluency (stuttering) which is defined as speech with repetitions, blocks, and/or prolongations occasionally accompanied by distorted movements and facial expressions, chronic hoarseness (dysphonia), difficulty in evoking an appropriate word or term (nominal aphasia) and esophageal speech (resulting from a Laryngectomy).

Students with speech or language impairments may be hesitant about participating in activities that require speaking. It is important to encourage self-expression, but pressure to speak is not apt to be helpful. Allow time for the student to express himself or herself so that he or she gains confidence. Speaking in front of a group can be an agonizing experience for anyone and the student with a speech/language impairment is no exception. The instructor should accept and respond to all appropriate attempts at communication. When speaking to a person with a communicative disorder, continue to talk naturally. Resist the temptation to complete words or phrases for him/her.

For persons who cannot speak and who have other physical disabilities that preclude the use of sign language, writing, or typing, various communication aids are available. These aids may range from sophisticated electronic "speaking machines" activated by touching a keyboard with a finger, Head Pointer or Mouth Wand to a spelling board that consists of a layout of the alphabet, and a few common words and phrases, to which the speech impaired person points and an assistant may speak out loud. Some devices provide a "ticker tape" printout or display the message on a calculator-like screen across which the characters move. With some less portable devices, the message is displayed on a TV screen.

Depending on the severity of the impairment, various adaptations may be required for these students. Many of the adapted methods for evaluation suggested for other disabilities will be appropriate for the student with the speech impairment. Some students will require no adapted methods at all. Most will need patience, encouragement, and an opportunity to develop self-confidence in an unfamiliar group. The instructor can set the tone that encourages appropriate self-expression.