• SPEECH LANGUAGE SUPPORT 

     

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    Itinerant Speech Language Program Philosophy

     

    The Itinerant Speech Language Program is designed to improve, expand, and enhance a child's communication skills so the child can become an effective and functional communicator in all settings.  The Intinerant Speech Language Program's intent is to provide a program design that will develop the speech language skills necessary for academic success and age-appropriate social interactions with peers and adults.  The Itinerant Speech Language Program's goal is to improve the student's communication skills so that he/she can effectively communicate within all environments.

     

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    Program Design

     

    The Itinerant Speech Language Program is directed by the Speech Language Pathologist in collaboration with the classroom teacher.  This program will facilitate and enhance the student's communication skills in all settings.  To achieve this goal, the Speech Language Pathologist and the teacher will:

    1. Structure the classroom environment so that children need to talk during activities and are encouraged to talk to each other, thus promoting communication.
    2. Utilize the curricular goals of the classroom to promote integration of speech language goals into content and progress learning.
    3. Allow the child to function with a maximum degree of communicative independence while integrating the newly learned communication skills.
    4. Integrate speech language goals and objectives within the classroom.
    5. Facilitate social-pragmatic competence within the child's academic setting with non-identified peers. 
     

    To achieve the program goals listed above, the pathologist will utilize developmentally appropriate practices.  Characteristics of these practices are as follows:

    1. Speech language activities used should focus on all developmental areas and should emphasize that academic areas and speech language areas are interrelated.
    2. Increased competence in communication may develop self-esteem, sense of social competence, and positive feelings toward learning.
    3. Speech language goals should recognize that each child has an individual pattern and timing of growth.
    4. Activities to promote speech language goals and objectives should be taught through the use of age-appropriate activities.
    5. The speech language curriculum should be integrated and reflect the current needs and interests of the students.

       

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    SPEECH LANGUAGE PRACTICE

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    Practicing the skills that your child learns with their Speech Language Pathologist is an important part of their success!

     

    ARTICULATION:

    Is your child able to say their sounds correctly?  Are they using them correctly all the time?

    If not, they will need to "carryover"  these skills to completely correct their speech.

    Carryover means that they use correct speech all the time, even outside the therapy room.  Things that help carryover:

    Practice - lists of words, phrases, sentences; reading stories; conversing with others (this depends on what level your child is at).

    Reminders - parents reminding you; a sign in your room or on the refrigerator; reading aloud and seeing the letter for your sound; a special picture.

    **Carryover is also extremely important for children with voice, fluency, and grammar difficulties.

     

     

    RECEPTIVE AND EXPRESSIVE LANGUAGE:

     

     

    Techniques you can use:  Ask questions; describe sounds; call attention to sounds; read; be a good listener; speak slowly, but talk naturally; make listening and talking fun; repeat and restate; give clear directions; name and describe actions; provide good speech examples; talk with each other.

     

      General Activities

         1.  Place pictures of various objects or animals on the table.  Ask Action Questions (i.e., "What

              barks?, What hops?"). Using the same pictures, ask questions (i.e., "What does a dog do?").

         2.  Give your child two objects that have some characteristics in common and some that are different.

              Have them name as many similarities and differences as possible.

         3.  Show a picture which depicts a scene, asking your child contrasting WH-Questions regarding the scene

              (i.e., "Who is outside?", Where is the name?", "What is the man carrying?", "Why is the man

              outside?").

         4.  Have your child retell a story that you have both read.

         5.  Have your child tell you the sequence you need to follow in order to complete an every day task

             (i.e., making a peanut and butter jelly sandwich).

         6.  Have a family conversation at the dinner table!

     

    Finally, model and encourage your child to use the following list of Good Communication Skills:

     

         1.  Use a good speaking volume (not too loud or too soft).

         2.  Use a good speaking rate (not too fast or too slow).

         3.  Pronounce words clearly.

         4.  Look at the speaker.

         5.  Listen carefully.

         6.  Answer questions in complete sentences.

         7.  Ask questions.

         8.  Take turns talking.

     

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    thank you

             

Last Modified on November 19, 2018