How to Plan for Effective Instruction & Communication Disabilities

People diagnosed with a communication disability may display a range of symptoms and severity levels. Communication disabilities include impaired hearing, deafness, impaired speech, brain injury, learning disorder, autism, and any other disability that inhibits or impairs effective communication. Effective instruction includes meaningful application of learning material, manageable tasks, examples of expectations, and learning opportunities. Planning effective instruction for students with communication disabilities involves modification of standard curriculum, supplementary materials, specialized assessment, and other individual activities that assist the student with his unique needs.

• 1

  Identify and consider students with communication disabilities. Determine the severity and range of symptoms each student experiences.

• 2

  Obtain a copy of each student's Individualized Education Plan, which is written and developed by regular classroom teachers, special education teachers, parents, and resource specialists, such as speech/language pathologists and/or therapists. Find out each student's current performance, annual goals and objectives, and level of participation in the regular classroom with non-disabled students.

• 3

  Identify available resources, such as behavioral therapists, social service agencies, and funding opportunities for special equipment like text-to-speech software. Establish what services the student is eligible for and/or already receives, such as speech therapy, hearing aids, sign language, counseling or medication.

• 4

  Conduct a needs assessment. Determine the learning needs of students and write learning goals.

• 5

  Use different teaching strategies integrating technology, such as speech-recognition, text-to-speech devices or computer programs, and e-books.

• 6

  Create learning tasks that are related to familiar situations of students. For example, if a student does not have access to a computer in his home, first familiarize the student with the technology. Organize tasks sequentially based upon students' development level.

• 7

  Provide examples of learning achievement in a way that students understand, and allow ample practice time. Provide feedback that offers opportunities for student success.

• 8

  Create an open learning environment, which is self-paced, that guides students in the correct direction. Allow opportunities and time for improvement.

• 9

  Modify assessment tools so that they are unique to the student's special needs. Instead of using traditional tests, rate and grade the student on improvement, task completion and effort.