What adjustment is helpful for students with speech disabilities?

• A. Allow repeats and extra time for expression
• B. Require immediate responses
• C. Limit opportunities for oral responses
• D. Only use written exams

Answer: (A)

When students have speech disabilities, the goal is to let them express their understanding without being hindered by the speed or form of their speech. Allowing repeats and extra time gives them the chance to organize thoughts, choose the right words, and use their preferred communication method—whether that's spoken language, sign, or assistive technology. This reduces pressure, lowers frustration, and helps ensure that a test measures what they know rather than how quickly they can articulate it. Requiring immediate responses can unfairly penalize students who need more time to express themselves; limiting oral opportunities further restricts how they can demonstrate knowledge; and relying only on written exams can exclude those who communicate best through speech or AAC. So, this adjustment best supports equal access to demonstrating learning.