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Welcome to Speech and Language Therapy!
Transcript of Welcome to Speech and Language Therapy!
disorders Speech and Language Therapy
at Goodnoe There are 2 main areas that speech-language pathologists address:
speech disorders and language disorders Articulation: the way we say our speech sounds Phonology: the patterns we use to put our speech sounds together Apraxia: difficulty planning and coordinating the movements needed to make speech sounds Fluency: The rhythm of speech (e.g., hesitations or stuttering can affect fluency). Voice: Use of the vocal folds and breathing to produce sound (e.g., the voice can be abused from overuse or misuse and can lead to hoarseness or loss of voice). Receptive Language: understanding language in ways such as comprehension of stories and following directions Expressive Language: using language to express thoughts, ask questions; includes grammar and vocab Pragmatic Language: social communication; the way we speak to eachother My Student QUALIFIED FOR SPEECH THERAPY. So where do we go from here? Regular Ed. Teacher Responsibilities
Provide academic present levels
Provide information about how you see the students disability impacting their classroom performance
Provide input to assist in developing goals to support the student's growth what does speech
therapy look like? This depends on what the individual student's needs are and how they are best served. There are 3 basic models:
* Consultation When a student is "pulled-out" of the regular education classroom for direct therapy services (for example, to the "speech room")
Used for teaching specific skills in articulation, language, voice and fluency
A speech therapist can incorporate classroom curriculum into therapy activities while targeting IEP goals Pull-out therapy Classroom/integrated Consultation what can i do to help my student? This model is used when a student is getting ready for dismissal to ensure carryover or when working on language skills that are best addressed in the classroom setting.
Good for incidental learning and allowing a student to see how skills need to be applied in the classroom
In this model the SLP can
- co-teach with whole class
- be directly involved in an activity
- sit next to student and support their needs in the classroom This model is used to help support the student in the regular education classroom without providing direct services. An SLP can provide guidance on ways to modify the curriculum for student success, encourage carryover of skills, and monitor progress to ensure that skills are maintained before dismissal. * "Gotcha" Moments: catch students using their good speech and language skills
* Check to see that any paperwork for Speech is being brought home and then returned to the appropriate SLP
* Model good speech and language skills for your student If you have any questions or comments please contact: Lauren McCulley
firstname.lastname@example.org Come visit us in M-6! Develop an IEP Individualized Education Plan