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College students with speech impairments

What are Speech Impairments?

Speech impairments range from problems with articulation or voice strength, to being totally non-vocal. Speech disorders may result from hearing loss, cerebral palsy, learning disability, brain injury, neurological disease, or may be congenital.

What are Common Types of Speech Impairments?

• Aphasia: An impairment of the ability to use or comprehend words, usually acquired as a result of a stroke or other brain injury.
• Nominal Aphasia: Difficulty in evoking an appropriate word or term
• Broca's Aphasia: Speech output is severely reduced and is limited to short utterances of less than four words.
• Global Aphasia: Speech output is only a few recognizable words with little or no understanding of spoken language.
• Stuttering: A neurological based disorder of speech production.
• Dysphonia: Chronic hoarseness
• Esophageal Speech: Results from a laryngectomy

Did You Know…

• Approximately 14 million people who live in America have a voice, speech, or language disorder.
• 2.1 million people in the U.S. have speech impairments.
• In 1995-6, "Students with Disabilities in Postsecondary Education," 3 percent of 1200 undergraduates surveyed with a disability had speech impairments.

Links

General Information

• Disability Support Services
  http://www.uncp.edu/dss/
• Association of Higher Education and Disability
  http://ahead.org
• American Speech-Language-Hearing Association
  http://www.asha.org/
• National Aphasia Association
  http://www.aphasia.org/index.html
• Speech and Language Disorders
  http://www.mnsu.edu/comdis/kuster2/splang.html
• The Stuttering Homepage
  http://www.stutteringhomepage.com

Financial Aid and Scholarship Info

• U.S. Department of Education Financial Aid
  http://www.fafsa.ed.gov
• Easy Access for Students and Institutions
  http://www.easi.ed.gov/
• Financial Aid for Students through the U.S. Department of Education's Office
  http://www.ed.gov/index.jsp
• The Financial Aid Information Page
  http://www.finaid.org

What are the Documentation Guidelines?

Assessment, and any resulting diagnosis, should consist of and be based on a comprehensive assessment battery that does not rely on any one test or subtest. Both aptitude and academic achievement must be evaluated and included in the test report. See DSS office for documentation guidelines.

How are Accommodations and Support Services Determined?

Within 30 days of receiving the diagnostic evaluation or report, DSS will review the need for accommodations and support services based on the individual's disability documentation and disability-based need. DSS will notify the student after determining appropriate accommodations in accordance with Section 504 of the 1973 Rehabilitation Act, the 1990 Americans with Disabilities Act and university policy.

What are the Typical Accommodations?

• Assistive listening devices
• Note takers
• Sign language
• Oral interpreters
• Priority seating
• Adequate lighting in classrooms

These accommodations are not automatic. Each student must
qualify for each accommodation.

Assistive Technology at UNCP

• Zoomtext
• Dragon Naturally Speaking
• Premier Assistive Technology
• JAWS
• Kurzweil
• Inspiration

Resources for Effective Communication

• If equipment is used, speak directly to the other person
• Maintain eye contact and be patient
• Take plenty of time to express yourself when you are conversing with other individuals
• Make a point to concentrate on the content of what you would like to say
• Gesture in ways that are commonly understood
• Pointing to objects, pictures, words, or symbols that represent objects with your hand or lightbeam pointer
• Electronic aids can assist with writing or storing messages and having conversations
  

Tips for Successful College Experience

• Discuss with professors or disability support staff about possible classroom accommodations to assist with your specific needs
• Be knowledgeable about technological aids, speech synthesizers, voice software, and TTYs if these devices are needed
• Promote social interaction between yourself and other individuals
• Promote personal growth and independence in your life
• Try to facilitate personal speech and language development
• Try to find ways to participate in the classroom
  

Updated: Monday, May 16, 2005

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