Speech and Language:
As school Speech-Language Pathologists, we primarily target articulation, language and pragmatic skills. However, we also address other areas such as fluency (stuttering), voice, auditory processing, and augmentative and alternative communication.
Articulation:
Students receiving support in the area of articulation are taught proper pronunciation of sounds. Typical sounds addressed include; /r, l, s, z, th, sh, ch/. These target sounds vary depending on the child’s age and developmental readiness. Oral-motor activities are often utilized to increase oral awareness, strength, and range of motion necessary for accurate and precise sound production.
Language:
Students receiving language support typically experience difficulty in either expressive (how we use language) or receptive (how we interpret and understand) language, but most commonly will exhibit delays in both areas. Common difficulties of children with language delays include: categorization, problem solving, vocabulary, auditory comprehension, figurative language, analogies, synonyms, and/or antonyms.
Pragmatic Skills:
Pragmatic skills are the social language skills used in social situations. Students exhibiting difficulty with pragmatic skills may demonstrate reduced eye contact, turn-taking skills, topic maintenance, and social problem solving skills.
Our Programs:
Our programs are designed to meet each child’s individual needs in the most effective and appropriate manner. Most often, children receive speech-language services in the structured speech and language room setting in small groups of 2-3 children. This method of service allows them to receive an increased amount of one-on-one instruction and more efficient remediation.
How do children qualify?
Children qualify for speech and language services based on formalized speech and language testing. The process begins when a parent or a teacher has a concern regarding a student in the area of speech or language skills. The child is then brought up to the “team” of special educators including the Learning Disabilities resource teachers, Occupational Therapist, Psychologist, Speech/Language Pathologists, Regular Education Resource teachers and School Administrator. A team decision is made as to what direction to go with a child. Options include screening the child for language skills, screening/testing the child for Tier II or III services, modifications to the curriculum or classroom environment, or a full evaluation. If a child fails a language screening, a team decision will be made to either implement and monitor strategies or complete a formalized language evaluation.
If a full evaluation is conducted, the speech-language pathologist will conduct standardized language testing. Likewise, the school psychologist will complete an IQ measure. A student's language performance is then compared against his/her IQ to determine if a discrepancy is present. In the school setting, language services are typically provided for students demonstrating delays within the moderate to severe range. Language delays must be impacting the student's academic performance/achievement.
What is the role of the School Speech-Language Pathologist?
IDENTIFIES and EVALUATES students with speech, language and related areas of difficulty
PLANS and CONDUCTS activities to improve a students speaking, listening and other language skills
COLLABORATES with parents, caregivers, teachers, and other professionals to facilitate the understanding and meeting of a student’s speech, language, and academic needs
MONITORS and DOCUMENTS the effectiveness of treatment and student progress
WRITES reports and does other required paperwork including development of Individual Education Plans (IEP’s)
EDUCATES parents, teachers, and administrators about communication development and disorders
Service Considerations:
-Severity of the speech or language difficulty/disorder
-Effect of the difficulty on the student’s school performance and /or social relationships
-Developmental stage of the difficulty
-Relationship of the problem to other considerations (e.g. hearing loss, mental retardation, learning disabilities, physical or other health impairments)
-Types of Service Provided: individual, small or large group, consultation, classroom support, accommodations
As school Speech-Language Pathologists, we primarily target articulation, language and pragmatic skills. However, we also address other areas such as fluency (stuttering), voice, auditory processing, and augmentative and alternative communication.
Articulation:
Students receiving support in the area of articulation are taught proper pronunciation of sounds. Typical sounds addressed include; /r, l, s, z, th, sh, ch/. These target sounds vary depending on the child’s age and developmental readiness. Oral-motor activities are often utilized to increase oral awareness, strength, and range of motion necessary for accurate and precise sound production.
Language:
Students receiving language support typically experience difficulty in either expressive (how we use language) or receptive (how we interpret and understand) language, but most commonly will exhibit delays in both areas. Common difficulties of children with language delays include: categorization, problem solving, vocabulary, auditory comprehension, figurative language, analogies, synonyms, and/or antonyms.
Pragmatic Skills:
Pragmatic skills are the social language skills used in social situations. Students exhibiting difficulty with pragmatic skills may demonstrate reduced eye contact, turn-taking skills, topic maintenance, and social problem solving skills.
Our Programs:
Our programs are designed to meet each child’s individual needs in the most effective and appropriate manner. Most often, children receive speech-language services in the structured speech and language room setting in small groups of 2-3 children. This method of service allows them to receive an increased amount of one-on-one instruction and more efficient remediation.
How do children qualify?
Children qualify for speech and language services based on formalized speech and language testing. The process begins when a parent or a teacher has a concern regarding a student in the area of speech or language skills. The child is then brought up to the “team” of special educators including the Learning Disabilities resource teachers, Occupational Therapist, Psychologist, Speech/Language Pathologists, Regular Education Resource teachers and School Administrator. A team decision is made as to what direction to go with a child. Options include screening the child for language skills, screening/testing the child for Tier II or III services, modifications to the curriculum or classroom environment, or a full evaluation. If a child fails a language screening, a team decision will be made to either implement and monitor strategies or complete a formalized language evaluation.
If a full evaluation is conducted, the speech-language pathologist will conduct standardized language testing. Likewise, the school psychologist will complete an IQ measure. A student's language performance is then compared against his/her IQ to determine if a discrepancy is present. In the school setting, language services are typically provided for students demonstrating delays within the moderate to severe range. Language delays must be impacting the student's academic performance/achievement.
What is the role of the School Speech-Language Pathologist?
IDENTIFIES and EVALUATES students with speech, language and related areas of difficulty
PLANS and CONDUCTS activities to improve a students speaking, listening and other language skills
COLLABORATES with parents, caregivers, teachers, and other professionals to facilitate the understanding and meeting of a student’s speech, language, and academic needs
MONITORS and DOCUMENTS the effectiveness of treatment and student progress
WRITES reports and does other required paperwork including development of Individual Education Plans (IEP’s)
EDUCATES parents, teachers, and administrators about communication development and disorders
Service Considerations:
-Severity of the speech or language difficulty/disorder
-Effect of the difficulty on the student’s school performance and /or social relationships
-Developmental stage of the difficulty
-Relationship of the problem to other considerations (e.g. hearing loss, mental retardation, learning disabilities, physical or other health impairments)
-Types of Service Provided: individual, small or large group, consultation, classroom support, accommodations