Speech in the Classroom

SHAV Conference 2016

Articles with insight

Speech in the classroom Why and How

• Language Intervention with School-Aged Children • Conversation, Narrative and Text • By: Rita C. Naremore with Anne E. Densmore and Deborah R. Harman

Strategies that work!

Language Intervention with School-Aged Children • “As speech-language pathologists we must work to develop intervention

programs which meet the needs of today’s language impaired students. We cannot and should not develop or implement these programs alone. Through collaboration with school personnel and parents we will learn about the whole child and how his or her language deficits impact the quality of the school experience. Entering the classroom for most students will have many positive outcomes. We must continue to evaluate current practices, reflect on their strengths and weaknesses and challenge ourselves to become members of a team which addresses the news of students using progressive strategies.”

LSHSS article • Clinical Exchange: An Issue Hiding in Plain Sight: When Are SpeechLanguage Pathologists Special Educators Rather Than Related Services Providers?

• By: Michael F. Giangreco, Patricia A. Prelock, and H. Rutherford Turnbull, III

Maggie Hansford Elizabeth Chouinard

Related Service as defined by IDEA • The term “related services” mean transportation, and such developmental, corrective and other supportive services (including speech-language pathology…) as a may be required to assist a child with a disability to benefit from special education, and includes the early identification and assessment of disabling conditions in children.

LSHSS article cont. • “In a subset of cases, the special education service may be delivered solely by a SLP if the nature of the service he or she is providing meetings the definition of special education and also reflects an exclusion match between the student’s educational needs and the competencies of the SLP. In these cases, where the SLP functions as the special educator, another special education teacher is not needed to meet the student’s special educational needs.

Speech in the Classroom

SHAV Conference 2016

LSHSS cont.

LSHSS article cont.

• For example, if a student has difficulty finding the right words to express his

• His language deficit is impacting his ability to access the curriculum and will

understanding because of weak concept development, inefficient language comprehension, and poor expressive organization, this difficulty is likely to impact and poor expressive organization, this difficulty is likely to impact his ability to successfully ask and respond to questions during academic instruction.

require specially designed instruction by the SLP. In this instance, the SLP appropriately serves as the student’s special educator, using her competence in language understanding and use to facilitate the student’s access and response to the academic curriculum. When a student has a primary diagnosis of a specific language impairment or communication disorder, SLPs are likely in the best position to manage the special education needs of that student related to speech, language and hearing so the designation fits.”

Our Thoughts regarding article

LSHSS From the Editor: Marilyn A. Nippold

• How does the role of the SLP change as a related service to ensure speech, language and hearing needs are met?

• If the student has a primary disability of Specific Learning Disability with language deficit noted in evaluation the IEP team must determine if needs of student’s communication are met and document and gather data on IEP to support. If the needs cannot be met through SLD then related service is required to address communication needs developing IEP goal, servicing student and collecting data.

Another article in LSHSS by: Marilyn A. Nippold • Back to School: Why the Speech-Language Pathologist Belongs in the Classroom

• “By spending time in a middle school classroom, we realize that to succeed in school, a sixth grade child with a language disorder must be assisted to use and understand complex syntax and literate vocabulary; to learn new information through listening and reading; and to demonstrate knowledge through speaking and writing.

Maggie Hansford Elizabeth Chouinard

• Language Intervention in the Classroom: What it looks like • “It was particularly effective when the SLP worked closely with classroom teachers to develop the intervention goals from the regular curriculum.”

• Take-away: • Student’s with language deficits may have difficulty understanding/expressing grade level vocabulary so working along side of teacher helps to ensure increased carryover of learned vocabulary.

LSHSS article cont. • Practical information such as this is invaluable in establishing functional goals for language intervention, thereby helping the child to realize his academic potential and to have reasonable options in life. Assisting children in this way also offers long-term benefits to society, helping to build a workforce of competent young adults who can give back to their communities through productive and stable employment.”

Speech in the Classroom

SHAV Conference 2016

Providing Free and Appropriate Public Education • • • •

What’s speech in the classroom look like? How can we pull this off with high caseloads? Where do we begin? We start in the speech room…

Starting in the speech room • • • • •

Grade level vocabulary Teacher pacing guides Attend grade level planning meetings Study guides Spelling lists

Planning ahead • Look at your therapy materials… Think outside of speech materials rather look at curriculum based materials.

• • • •

Work with your school reading specialists Leveled short books, literacy based therapy Classroom teacher materials

Entering the Classroom • Just SLI students or should we consider students as a related service? • Is the student requiring additional support in subjects where SLD services are not provided?

• If so… let’s think about: • Pair thinking maps and graphic organizers with curriculum.

Scholastics, Time for Kids

In the Classroom • When: • Provide language service in subjects that student is not already receiving support. • Where: • Whole group/small group • Whole group support, the tools (thinking map/graphic organizer) can be filled out with student during direct instruction or during provided to student during independent work

Maggie Hansford Elizabeth Chouinard

In the classroom • Why: • These provide: • Visual supports, support with classroom discussion answering/asking questions

• Study guide • Carryover of language skills in the classroom.

Speech in the Classroom

In the classroom • How: Scheduling • Progress is better seen when service is more frequent in short amounts rather than less frequent longer amounts. Consistency is key.

Maggie Hansford Elizabeth Chouinard

SHAV Conference 2016

Tools: Thinking maps/Graphic Organizers • • • • • • • •

Story Elements Character Sequencing Compare and Contrast Cause and effect Inference Main Idea Vocabulary Words