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Speech and Language

Common Speech and Language Disorders will include Receptive and Expressive Language Disorders and Stammering.

Receptive Language Disorder is a lifelong condition that makes it hard to know what others are saying. The difficulty is not with hearing, it is with understanding the meaning of language. Trouble with these skills can affect learning, working, and daily living. It can make socialising hard for both children and adults, and can take a toll on self-esteem and confidence.

Expressive Language Disorder is a lifelong condition that impacts the ability to use language. People with this language disorder understand what others are saying. But they have a hard time expressing their own ideas when they speak. Expressive language disorder is not a speech disorder. It does not affect how people pronounce words. It is also not a problem with intelligence.

Stammering is a low incidence, high speed speech, language and communication disorder. Stammering (also called stuttering or dysfluency) is the term used to describe a difficulty in the timing and even flow of speech. Students who stammer may try to avoid communicating.

Impact on Learning

Students with a speech and language disorder may struggle with the following:

Difficulties with verbal communication (asking questions, presentations, oral exams)
Difficulties with initiating interactions
Difficulties seeking support, asking questions, or initiating interaction with peers or staff due to low self-esteem and confidence
Difficulties in socialising or dealing with other students
Difficulties with non-verbal communication such as use of eye contact
Difficulties developing and maintaining relationships with peers and staff and adapting to social situations (thinking on the spot, low confidence)
May find it difficult to work as part of a group
Presentations and working in groups can be particularly difficult and stressful for students with a stammer or language disorder.

How you can help

Refer to the section on Inclusive Teaching and Assessment
Flexibility around oral-based coursework should be considered
Ask the student how their learning can be supported during classes
Engage with the student on deciding the best way for student to contribute to lectures and tutorials
Refer to the student’s LENS report for list of recommended supports and reasonable accommodations
Liaise with the student’s Disability Advisor (DA) if concerned about a student’s attendance or participation in class
Contact the Disability Support Service (DSS) if looking for additional advice or recommended supports (disabilityservice@nuigalway.ie)

Exam accommodations

For all in-class assessments please refer to the exam accommodations detailed in the student’s Learning and Educational Needs Summary (LENS).

Exam accommodations are determined on an individualised basis. Examples of recommended exam accommodations may include:

Extra time in exams
Extra time given during Oral exams and Presentations
Assistive Technology

Impact on Placement

Speech and language disorders will impact individuals differently. Difficulties can vary depending on the person and workplace context.

Challenges associated with public speaking, initiating interactions, seeking support or asking questions.
Presentations and working in groups can be particularly difficult and stressful for students with a stammer or language disorder.

Placement Reasonable Accommodations

There is no one size fits all approach to implementing placement support as each person will have a unique set of challenges and coping mechanisms. The best way to establish what accommodations may be required, if any, is to attend a Placement Planning Meeting before starting on placement.

Examples of reasonable accommodations may include:

Supervisor to be aware that the student may have difficulties with oral communication; anxiety surrounding presentations, initiating interactions, seeking support or asking questions and that the supervisor maintains confidentiality.
Allow written responses and/or written alternatives to facilitate communication.
Identify a mentor/work buddy so that the student can clarify any issues they may have and if that person can also check in regularly with the student.