Speech and Language

As a teacher, there are lots of things that you can do in the classroom to help your students develop his language skills and even improve the quality of their speech.  For example, asking “WH” questions like “what did you do today” will elicit a more complex answer than “what color is this apple?”  Asking fun, stimulating questions at circle time is another way to get kids learn to express their thoughts.  Some ideas to get you started would be:

“Would you rather be invisible or be able to fly? Why?”
 
“If you could be anywhere in the world right now, where would you like to be? Why?”
 
“ What’s the best thing you ever ate?”
 
Providing opportunities for your students to make choices and explain those choices teaches them that language has the power to change things for the better.  Being an attentive and active listener is the best positive feedback that you can provide.  
 
Knowing what's "normal" and what's not in speech and language development can help you figure out if you should be concerned or if your child is right on schedule.  We have provided a Language Development Chart to provide some perspective on when certain skills develop.  When it comes to receiving speech services at school, it is important to know what actually qualifies a child for education-based speech therapy.
 

Speech Terminology

In working with your speech therapist, it’s important to have some understanding of the terminology that SLP’s use when describing deficits in speech/language skills.  Effective communication involves all of the following components.

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As you are describing a specific student’s communication difficulties, think about which of these areas are most affected and how that impacts classroom performance.  This is a big help in developing goals that will be most effective in propelling a student forward.


Speech/Language Therapy at School

A student is eligible for speech-language pathology services through IDEA 2004 when she or he exhibits a speech or language impairment that has an adverse effect on educational performance to the degree that specially designed instruction or related services and supports are needed to help the student make progress in the general education curriculum. Determination of eligibility for special education services is a multistage process that should answer three questions:
 
Stage One: Is there a disability?
 
Stage Two: If so, is there an adverse effect on educational performance resulting from the disability?
 
Stage Three: If so, are specially designed instruction and/or related services and supports needed to help the student make progress in the general education curriculum?

Language

The Power of Story Retelling
 
600 High Frequency Words in English
 
The Most Common Prefixes and Suffixes

Literacy
 
Selected Children's Books Listed by Theme
 
Selection of Books to Teach Young Children about Inclusion
 
Articulation Disorders in Children

Comprehension K – 3 Reading Academy
 
Curriculum Based Assessment: K, 1, 2
 
Protecting Your Voice
 

Conversation Rubric

Sample Narrative Language Rubric

Sample Rubric Verbal Interaction Skills

Sample Social Skill Rubric
 
100% Speaking & Listening
 
Story Builder
 
For more information on school-based eligibility visit: 
http://www.asha.org/slp/schools/prof-consult/EligibilityExcerpt.htm