Communication exceptionalities are classified as either speech and language disorders (communication disorders) or hearing loss that significantly

affects the development of speech and/or language (hard of hearing and deaf) (Hutchingson, 2014). Upon speaking with Hillary Hunt, a speech and language pathologist in San Antonio, who works contracts in both schools and doing home health for children as well as from my experience working with a student who was hard of hearing, I have come up with the following recommendations for teachers to consider: 1.Role Model for Students: Create and accepting atmosphere where students feel safe and not at risk to be teased. Try to model speaking to them clearly and slowing with appropriate pauses. 2. Collaborate with the student, parents, speech pathologist and past teachers of the student as well as the students OSR/IEP to discern which strategies work best for the student. 3. Pair oral work with visual instructions (whether written or using actions). 4. Arrange the classroom so that the student can see you at all times. 5. Get the students attention before speaking to them and give them advanced warning of a questions that they will be asked to answer so that you can check for understanding. As an outdoor education/ physical education teacher some of these suggestions can be challenging as its not always easy to be in the direct sight line of a student while padding on the water, or climbing on a high ropes course, there is often background noise that is hard to control and a lack of places to write down instructions that are given orally. Some solutions I have encountered from working in this environment are to provide students with a handout with specific tasks they will be asked the next day outdoors to review the night before. I use visual demonstrations of the skills (eg. canoe strokes, belay technique) and then have the students practice them in an area that can be controlled (eg. on the dock where the student could hear/see me before heading on the water). Using signals such as a whistle blast (which the student can hear) to get their attention and stop and look so I can get closer to give instructions has also been helpful. Some helpful resources I encountered are: Elementary Teachers Federation of Ontario Website This website provides webcasts on specific signs to look for in a variety of exceptionalities as well as classroom strategies. http://www.etfo.ca/Multimedia/Webcasts/SpecialEducation/Pages/default.aspx

Ontario Teachers Federation Website This website contains a section with a variety of teaching strategies for language exceptionalities that range from instruction to environment to assessment. http://www.teachspeced.ca/index.php?q=node/693 Speech and Language Impairments in Your Classroom This website proides 8 tips for teacher who work with students with language impaiments. http://nichcy.org/s-l-i-8-tips-for-teachers

References
Elementary Teachers Federation of Ontario. Special Education: Practical Strategies to Address Common Student Needs. 2013. Elementary Teachers Federation of Ontario. 16 October 2013 <http://www.etfo.ca/Multimedia/Webcasts/SpecialEducation/Pages/default.aspx> . Hamilton, Kori. Speech and Language Impairments in Your classroom: 8 Tips for Teachers. 16 October 2013 <http://nichcy.org/s-l-i-8-tips-for-teachers>. Hutchinson, N. (2014). Inclusion of Exceptional Learners in Canadian Schools: A practical handbook for teachers. Toronto, Ontario, Canada: Pearson . Ontario Teachers' Federation. Language Impairment Exceptionality. 16 October 2013 <http://www.teachspeced.ca/index.php?q=node/693>.