EDG 669 - SLP related services presentation
Angela Buschle・2 minutes read
Speech-language pathologist Clara Shawway discusses the importance of related services like speech therapy in supporting students with articulation, stuttering, voice, language, and non-verbal communication disorders, highlighting the need for collaboration between teachers and therapists for effective classroom application and individualized strategies. She emphasizes the essential role of communication in educational success, advocating for the integration of communication support throughout the school day to enhance proficiency and social development, particularly for students with communication disorders impacting their academic performance.
Insights
- Speech-language pathologists work with students on articulation, stuttering, voice, language, and non-verbal communication, progressing from individual sounds to full conversations, aiming for practical application in classrooms for speaking, reading, and writing.
- Collaboration between teachers, speech therapists, and related service professionals is essential to develop personalized strategies, integrate assistive technology for non-verbal students, and address communication challenges in students with various conditions, emphasizing the importance of consistent communication support throughout the day at school and home to enhance academic performance and social interactions.
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Recent questions
What are the main areas speech therapists work with?
Articulation, stuttering, voice, language, non-verbal students.
How can teachers and speech therapists collaborate effectively?
Individualized strategies, classroom application, communication support integration.
What are some common communication challenges students face?
Understanding instructions, social development, behavioral issues.
What conditions can be associated with speech and language disorders?
Hearing loss, cleft lip, cerebral palsy, learning disabilities.
How can assistive technology support non-verbal students?
AAC devices, picture boards, eye gaze, switches for communication.
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Summary
00:00
Supporting Classrooms: Speech Therapy Essentials and Collaboration
- Angie Gum Bushly from Northern Tech University's Department of Education introduces Clara Shawway, a speech-language pathologist, for a discussion on how related services can support classrooms.
- Clara begins by outlining the five main areas of students speech therapists work with: articulation, stuttering, voice, language, and non-verbal students.
- Articulation disorders involve difficulty pronouncing words correctly, including substitutions, omissions, distortions, and developmental norms.
- Speech therapy progresses from isolation to conversation, aiming for classroom application in speaking, reading, and writing.
- Stuttering involves interruptions in speech flow, impacting social interactions and classroom participation.
- Language disabilities encompass vocabulary, grammar, communication styles, and social development challenges.
- Collaboration between teachers and speech therapists is crucial for individualized strategies and classroom application of language therapy.
- Voice therapy addresses pitch, intonation, volume, and quality issues, promoting healthy voice use and appropriate communication.
- Non-verbal students may require assistive technology like AAC devices, picture boards, eye gaze, or switches for communication.
- Collaboration with occupational therapists and co-ops helps navigate AAC device assessments and trial different technologies for effective communication in the classroom.
18:58
Enhancing Communication Skills for Student Success
- Communication and support for student communication should be integrated into every aspect of the day at school and at home to enhance proficiency in consistent communication systems.
- Behavior is a form of communication, especially for students with limited communication methods, emphasizing the importance of healthy communication methods to reduce behavioral issues.
- Speech and language disorders can be associated with various conditions like hearing loss, cleft lip or palate, cerebral palsy, syndromes, and learning disabilities, impacting students' success in classroom activities and social interactions.
- Students with communication disorders must have their educational performance significantly affected to qualify for services, requiring collaboration between teachers and related service professionals to identify and address students' needs effectively.
- Poor communication skills can lead to challenges in understanding classroom instructions, necessitating strategies like breaking down directions, using visuals, and implementing visual schedules to support students' participation and social development.
