Verbal Apraxia (CAS) can be a difficult diagnosis for a variety of reasons. In particular, we can struggle to get our accommodations met adequately. Teachers and staff may say this only affects speech, which isn’t entirely true. At the same time, we live in a world where speech is needed. Here are some IEP considerations for people with Apraxia.
Note: I do speak from the first-hand experience of having Verbal Apraxia (CAS) in schooling. I don’t claim to be an teacher, educator, nor a Speech-Language Pathologist.
1.) Having textbook materials, test questions, and answer choices read out loud to the individual.
The reason I had this in my elementary school days is that I had significant troubles with reading, writing, and spelling. If you or your child have difficulty with this, it may be something to take into consideration. I had test questions and answer choices read out loud to me, and then I could pick from the answer choices that way. I could not read, so it wouldn’t have been practical for me to try to take a test by myself.
2.) Teachers and staff members don’t interrupt the student while trying to express themselves verbally.
My mom had this on my IEP and made sure it was adequately met. Individuals with Apraxia have a difficult time verbally expressing themselves. While fighting for their voice, they should be allowed time to communicate their thoughts and feelings adequately.
3.) Extended testing time and a separate testing room.
Although these are two separate accommodations, I put them in one category because, in my opinion, they go hand to hand for ultimate academic success. Individuals with Apraxia can have trouble with reading, writing, and spelling. Therefore, they may also need extended testing time. I personally needed a separate testing room not only for textbook material being read out loud to me but also because of testing anxiety and focusing issues. Personally, my focusing problems stemmed from my anxiety.
4.) Extended time on verbal presentations and in-class discussions without grade penalty.
I’ve found this becomes more apparent in upper-grade schoolings, such as high school and college. However, we must remember the individual’s IEP may need to change as they grow older. Under situations that can bring feelings of nervousness, people with Apraxia can have increased speech struggles. Therefore, they may need to self repeat themselves, say words at a slower-paced, or even be unable to communicate on-demand verbally.
5.) Being able to read material out loud; and/or, have a text to speech application that reads out loud to them.
I personally noticed I needed this in college, as I had more tests and textbook material than what I was used too. I read out loud because it allows me to stay on track and fully digest what I’m reading. In some cases, a text to speech app, such as “Read & Write Gold” can help the student out. They can listen to the textbook through headphones, earbuds, or in a room by themselves.
Final note: This is a list of accommodations and modifications I’ve found useful in my schooling. However, this isn’t a limited list of possible accommodations for a person with Verbal Apraxia (CAS). Each case is unique with its severity, comorbidity(s), and additional difficulties. I encourage parents, teachers, and educators to find what best works for the child. By law, it’s the individual’s right that their accommodations are appropriately met.