• Resource Guide Home
• Legislation and Policies
  • What Laws Might Apply?
  • Other Employment Laws
  • Roles & Responsibilities
  • Resources: Legislation
• Identification of Accommodations
  • Workplace Assessment
  • Types of Accommodations
  • Implementation
  • Resources: Programs
  • Resources: Funding
• Motor Impairments
  • Getting Around
  • Communicating
  • Reading or Writing
  • Managing Work and Time
  • Using a Computer
  • Working in the Lab or Field
  • Case Example
• Vision Impairments
  • Getting Around
  • Communicating
  • Reading or Writing
  • Managing Work and Time
  • Using a Computer
  • Working in the Lab or Field
  • Case Example
• Communication Difficulties
  • Getting Around
  • Communicating
  • Reading or Writing
  • Managing Work and Time
  • Using a Computer
  • Working in the Lab or Field
  • Case Example
• Cognitive Impairment
  • Getting Around
  • Communicating
  • Using a Computer
• Resources: Technical Assistance
• Research Findings

Module 5: Accommodations for Communication Difficulties

Reading or Writing (Assignments, Papers, Lecture Materials)

Educators must be able to review and grade student papers, develop handouts, highlight points visually during lectures (e.g., write on a board), and complete paperwork.

Educators who are hard of hearing or deaf should not have too much trouble reading or writing by hand, however, they may encounter occasional questions about spelling or grammar. For example, a teacher who is hard of hearing might have more trouble sounding out a student’s attempt at spelling words. A teacher whose primary language is American Sign Language (which has a different set of grammatical rules) may need to be extra careful about his or her grammar when making handouts.

Educators with speech impairments will not have difficulty with these tasks, assuming that they not have another type of disability. For example, a language disability that impacts the ability to perceive language or select words might be present, but these impairments are discussed further in the section on cognitive impairments.

Accommodation options may include:

General:

• When possible, write up materials in advance so they can be checked for spelling and grammar.
• Use electronic dictionaries and spell checking software.
  These technologies can be used to check both teacher and student work.
  Visit assistivetech.net entries for word prediction.
• Use grammar checking features in word processors.
• Use word prediction.
  Word prediction programs suggest words or phrases based on the first few letters of a word and its context. The correct option can be selected from a list, and thus provide a language cue.
  Visit atwiki article on word prediction.
  Visit assistivetech.net entries for word prediction.