Breaking Into the Classroom: Speech Service Delivery in the Schools
Post on 21-Jan-2018
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Pflugerville ISD
3:1 Model 2010-2011
Round Rock ISD
3:1 Model 2011-2012
Austin ISD
3:1 Model 2013-2014
TEA: Texas Educational Agency
Jarrell ISD
Intensive Service Delivery 2012-2013
East Central ISD
Intensive Service Delivery 2013-2014
Pflugerville ISD
Intensive Service Delivery 2014-2015
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Working Across All Levels
Serving a Range of Disorders
Ensuring Educational Relevance
Providing Unique Contributions to
Curriculum
Highlighting Language/Literacy
Providing Culturally Competent
Services
Providing Unique Contributions to Curriculum
SLPs provide a distinct set of roles based on their focused expertise
in language. They offer assistance in addressing the linguistic and
metalinguistic foundations of curriculum learning for students with
disabilities, as well as other learners who are at risk for school
failure, or those who struggle in school settings.
Highlighting Language/Literacy
Current research supports the interrelationships across the
language processes of listening, speaking, reading, and writing.
SLPs contribute significantly to the literacy achievement of
students with communication disorders, as well as other learners
who are at risk for school failure, or those who struggle in school
settings
Providing Unique Contributions to Curriculum
SLPs provide a distinct set of roles based on their focused expertise
in language. They offer assistance in addressing the linguistic and
metalinguistic foundations of curriculum learning for students with
disabilities, as well as other learners who are at risk for school
failure, or those who struggle in school settings.
Highlighting Language/Literacy
Current research supports the interrelationships across the
language processes of listening, speaking, reading, and writing.
SLPs contribute significantly to the literacy achievement of
students with communication disorders, as well as other learners
who are at risk for school failure, or those who struggle in school
settings
I go in during math to
work with my student . I
try not to disturb the
other students sitting at
the table.
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Language Working Memory Cognitive Control Reward Processing Memory Spatial Cognition
Effect Sizes
Noble et. Al 2005
Cognitive Functions & Low SES
Effect Size
.00 or less: Negative Effect
.00 -.20: Negligible, Unclear Effect
.20 -.40: Small-moderate Effects
.40 -.60: Very Strong Effects
.60 - 2.00: Extreme Effects
“When the word is not in the learner’s “When the word is not in the learner’s “When the word is not in the learner’s “When the word is not in the learner’s
oral vocabulary, it will not be oral vocabulary, it will not be oral vocabulary, it will not be oral vocabulary, it will not be
understood when it occurs in print.” understood when it occurs in print.” understood when it occurs in print.” understood when it occurs in print.”
- National Reading Panel
Toddlers from middle and high income families speak
MORE than parents from low SES environments when
speaking to their own children. - Bracy, 2006
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IDEA 2004
•Free and Appropriate Public Education
IEP
•Access to the General Curriculum
SLP Services
•Least Restrictive Environment
GOAL: 1 - English Language Arts and Reading
By the end of 36 instructional weeks, when given a reading passage Monica will be
expected to read independently for a sustained period of time and paraphrase what the
reading was about, maintaining meaning and logical order (eg, generate a reading log or
journal; participate in book talks) in 7 out of 10 opportunities.
Objectives
By the end of the fourth grading period, when given a reading passage Monica will be
expected to summarize the main idea and supporting details in text in ways that maintain
meaning in 7 out of 10 trials. **SLP Supported**
By the end of the 1st grading period of next year, when given a reading passage Monica will
be expected to sequence and summarize the plot's main events and explain their influence
on future events in 7 out of 10 trials. **SLP Supported**
By the end of the second grading period of next year, when given a reading passage Monica
will be expected to distinguish between fiction and nonfiction in 7 out of 10 trials.
By the end of the third grading period of the next year, when given a reading passage
Monica will be expected to distinguish fact from opinion in a text and explain how to verify
what is a fact in 7 out of 10 trials.
Top 25
2013 Distinction Designation2013 Distinction Designation2013 Distinction Designation2013 Distinction DesignationTop 25% in Student ProgressTop 25% in Student ProgressTop 25% in Student ProgressTop 25% in Student Progress
http://mindwingconcepts.com/braidy-the-story-braid
TEKS: Texas Essential
Knowledge and Skills , their
version of Core Curriculum
Type II Words: High Frequency Words, Across Multiple Domains, Multiple Meanings (measure, sympathy, estimate)
Montgomery, 2007
Type III Words: Low frequency, Subject Specific (Isotope, chasm, warp)
Montgomery, 2007
PPCD:
Preschool
Program for
Children with
Disabilities
I love having you come to my
classroom to teach mini-lessons.
It is great to see and use some
of the same language strategies.
I find that my students benefit
greatly from the lessons you
have provided. They picked up
on the raps and the visuals you
used. The strategies are helpful
when working with my students
who receive speech services
I just had my first inclusion, all group lesson
that I taught and the teacher observed to a
group of 1st graders. It was SO much fun and
totally boosted my confidence in providing
those kinds of services. My student got to be
my "assistant" in the front of the room and she
gave me a huge hug when I left. Warmed my
heart. The teacher was so appreciative too.
I did it 2 more times this week and it was
GREAT! Two of my teachers were so impressed
with the participation of their students (they
were my "helpers" in reading the stories to
their class). Usually they are very shy students
who don't verbally participate very much, and
the teachers were happy to see some
scaffolding and visual strategies I used to
increase expressive language.
Inclusion is FUN! :)
Difference or Disorder? Difference or Disorder? Difference or Disorder? Difference or Disorder? Understanding
Speech and Language Patterns in
Culturally and Linguistically Diverse
Students
Rapidly identify speech-language patterns related to second language acquisition to distinguish difference from disorder.
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