Speech and Language Sound Considerations

Some students, based on the nature of their disability, may have speech and language sound disabilities that significantly impact their intelligibility. Additionally, some students may have minimal or beginning communication systems due to the severity of their disability. It is important when considering a Speaking Domain Exemption to work in collaboration with Speech and Language Pathologists that are working with the student. The following information is intended to be helpful to LEAs but is not intended to be guidance.

Unintelligibility

Unintelligibility refers to speech that is difficult for familiar or unfamiliar listeners to understand. This may occur consistently or situationally, and can be caused by a variety of factors, including but not limited to articulation or phonological disorders, motor speech impairments (e.g., apraxia or dysarthria), structural differences (e.g., cleft palate), or hearing loss. Teams should consider how intelligibility affects a student’s ability to participate in classroom activities and demonstrate their knowledge through spoken responses. For more information on unintelligibility teams can refer to the American Speech-Language-Hearing Association.

Non-verbal/non-speaking

Some professionals and communities are moving toward terms like minimally verbal, non-speaking, or uses alternative communication, depending on the individual’s profile and communication strengths. Non-verbal or non-speaking refers to students who are not currently using spoken words or connected speech as their primary means of communication. These students may communicate using gestures, facial expressions, sign language, picture-based systems, or augmentative and alternative communication (AAC) devices. This term does not imply an absence of communication or intent. Teams should consider a student’s full range of expressive communication abilities, including any emerging spoken language. Additionally, teams should note that non-verbal/non-speaking is different than the “silent period” that students who are identified as English learner or Multilingual learner may experience as a common aspect of second language acquisition.

Stuttering

The ELPAC focuses on language proficiency; not fluency to help students demonstrate what they know and can do. When administering the ELPAC to students with a stutter, consider the following:

• The ELPAC scores the quality of the language used, not the fluency or the speed of speech.
• The Speaking domain is administered one-on-one, allowing students to communicate directly with the examiner who is familiar with the student’s communication style.
• The ELPAC is untimed. Test examiners should not pressure students to finish in a certain time and there are no pause rules, allowing a student to take their time to respond.
• Test examiners are encouraged to give students "think time" during the response phase, processing time allows students who stutter to gather their thoughts.
• Review and assign appropriate accessibility resources that would support the student’s disability, such as alternate response options, breaks, and sensory items.
• Familiarize students with the assessment format by administering interim, training, or practice tests to reduce the student’s testing anxiety.