More than 1,062 identified students with disabilities enrolled at the College during the fall 2006 semester - nearly 5 percent of the total credit enrollment and twice the number enrolled in fall 1991. Most of the students have learning disabilities (55 percent), followed by attention deficit/hyperactivity disorders, and psychiatric and physical disabilities. Some disabilities are readily visible; more frequently, they are not and may be difficult to identify. Students may also have multiple disabilities.

Characteristics, considerations, instructional strategies, and possible accommodations for different disabilities:

Speech and language disabilities may result from hearing loss, cerebral palsy, learning disabilities, and/or physical conditions. There may be a range of difficulties from problems with articulation or voice strength to complete absence of voice. Included are difficulties in projection, fluency problems, such as stuttering and stammering, and in articulating particular words or terms.

Considerations and Instructional Strategies

• Give students opportunity—but do not compel speaking in class. Ask students for a cue they can use if they wish to speak.
• Permit students time to speak without unsolicited aid in filling in the gaps in their speech.
• Do not be reluctant to ask students to repeat a statement.
• Address students naturally. Do not assume that they cannot hear or comprehend.
• Patience is the most effective strategy in teaching students with speech disabilities. 

• Modifications of assignments such as one-to-one presentation or use of a computer with voice synthesizer
• Alternative assignment for oral class reports
• Course substitutions