How Do I Work With the Reading Teacher Without Becoming One?

2009 ◽  
Vol 10 (2) ◽  
pp. 45-50 ◽  
Author(s):  
Susan E. Angel ◽  
Yolonda G. Butler ◽  
Deborah L. Cichra ◽  
Cheriee C. Moore ◽  
Judith Simonet
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Public Schools ◽  
Orange County ◽  
Speech Language Pathologists ◽  
Language Program ◽  
Language Impaired ◽  
Speech Language Pathologist ◽  
Orange County Public Schools ◽  
Reading Teacher

Abstract The Speech-Language Program of Orange County Public Schools (OCPS), Orlando, FL has provided ongoing intensive professional development and support to their speech-language pathologists to facilitate inclusive services for students who are identified as speech-language impaired. However, providing inclusive services in the general and special education classrooms often raises the question, “How should speech-language pathologists provide services in the classroom, focusing on classroom curriculum without becoming the reading teacher?” This article discusses how a speech-language pathologist differentiates his/her services from the responsibilities of the reading teacher.

What? You Want Me to Do a Language Sample?

2008 ◽  
Vol 9 (4) ◽  
pp. 135-139
Author(s):  
Jane H. Ford ◽  
Mary Jo Gaskill ◽  
Janice Lemp
Keyword(s):  
Public Schools ◽  
Planning Process ◽  
Orange County ◽  
Research Information ◽  
Language Program ◽  
Language Sampling ◽  
Orange County Public Schools ◽  
Language Sample

Abstract The Speech Language Program in Orange County Public Schools (OCPS) in Orlando, FL, encourages and supports the use of language sampling as part of the diagnostic and therapeutic planning process. This article describes the protocol used for eliciting and analyzing a language sample used in OCPS. The protocol was developed with the goal of reducing reliance on self-designed analysis procedures and incorporating research information about collection and analysis procedures.

Assessment and Intervention for Children With Limited English Proficiency and Language Disorders

1994 ◽  
Vol 3 (3) ◽  
pp. 77-88 ◽  
Author(s):  
Celeste Roseberry-McKibbin
Keyword(s):  
Public Schools ◽  
Limited English Proficiency ◽  
English Proficiency ◽  
Language Disorders ◽  
Speech Language Pathologists ◽  
Academic Difficulties ◽  
Language Differences ◽  
Language Impaired ◽  
Number Of Children ◽  
Assessment And Treatment

The number of children with limited English proficiency (LEP) in U.S. public schools is growing dramatically. Speech-language pathologists increasingly receive referrals from classroom teachers for children with limited English proficiency who are struggling in school. The speech-language pathologists are frequently asked to determine if the children have language disorders that may be causing or contributing to their academic difficulties. Most speech-language pathologists are monolingual English speakers who have had little or no coursework or training related to the needs of LEP children. This article discusses practical, clinically applicable ideas for assessment and treatment of LEP children who are language impaired, and gives suggestions for distinguishing language differences from language disorders in children with limited English proficiency.

Promising Research, Programs, and Projects: Networking to Make a Parent Project a Dream Come True

1998 ◽  
Vol 4 (6) ◽  
pp. 376-379
Author(s):  
Linda L. Levine
Keyword(s):  
Public Schools ◽  
Elementary Mathematics ◽  
Orange County ◽  
Research Programs ◽  
Parent Project ◽  
Orange County Public Schools ◽  
To Come ◽  
Mathematics Community

In my job as program specialist for elementary mathematics for Orange County Public Schools in Orlando. Florida, the opportunities to network with colleagues, representatives of business and industry, members of the mathematics community, and community personnel are plentiful. One such networking episode enabled my dream for a parent project to come true.

The Role of the Speech-Language Pathologist in Whole Language

1990 ◽  
Vol 21 (4) ◽  
pp. 228-237 ◽  
Author(s):  
Carol E. Westby
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Oral Language ◽  
Whole Language ◽  
Learning Disabled ◽  
Speech Language Pathologists ◽  
Language Program ◽  
Language Programs ◽  
Oral Language Proficiency ◽  
Speech Language Pathologist

Many schools are implementing whole language methodology in the teaching of reading and writing. Whole language programs assume that children have a certain degree of oral language proficiency. For language-learning disabled students, such assumptions may be incorrect. The whole language literacy movement provides an excellent opportunity for speech-language pathologists to work as an integral part of the school team seeking to build literacy. This article presents a framework for understanding the pragmatic, semantic, syntactic, text, and phonological aspects of language that underlie both oral and written communication and gives suggestions for ways speech-language pathologists can assess children's language skills that are essential for success in a whole language program.

Speech-Language Pathologists’ Perceptions of Administrative Support and Non-Support

1992 ◽  
Vol 23 (2) ◽  
pp. 153-158 ◽  
Author(s):  
Katherine F. Schetz ◽  
Bonnie S. Billingsley
Keyword(s):  
Staff Development ◽  
Working Conditions ◽  
Administrative Support ◽  
Structured Interview ◽  
Professional Staff ◽  
Master's Level ◽  
Speech Language Pathologists ◽  
Language Program ◽  
Speech Language Pathologist

The purpose of this study was to investigate speech-language pathologists’ perceptions of administrative support and non-support. Structured interview questions were used to elicit responses from 20 master’s level speech-language pathologists. Their perceptions of administrative support and non-support were divided into four primary areas: working conditions/resources, advocacy, staff development, and program assistance. Findings indicated that support has many dimensions, including provisions for adequate working conditions and resources, advocacy for the speech-language pathologist and the speech-language program, and facilitation of professional staff development. Implications for supervisors and administrators of speech-language pathologists’ perceptions of administrative support and non-support are suggested.

RTI Services for Children With Mild Articulation Needs: Four Years of Data

2008 ◽  
Vol 9 (3) ◽  
pp. 104-110 ◽  
Author(s):  
Jennifer Taps
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Response To Intervention ◽  
General Education ◽  
San Diego ◽  
Speech Language Pathologists ◽  
Class Model ◽  
Resource Center ◽  
Gradual Shift ◽  
Education Data

Abstract This article summarizes 4 years of data from San Diego Unified School District's Speech Improvement Class model for students with mild articulation needs. The district made a gradual shift from special education to general education. Data demonstrate that most students complete the class in 17-20 treatment hours. Three factors have been fundamental to the success of this program: the Articulation Resource Center, ongoing professional development, and a well-defined set of procedures. Challenges and concerns are also discussed. Overall, speech-language pathologists in San Diego Unified are implementing this class effectively and have branched out into other response to intervention supports.

The Preassessment Process for English Learners With Potential Language Impairment

2022 ◽  
pp. 321-338
Author(s):  
Celeste Roseberry-McKibbin
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Language Impairment ◽  
English Learners ◽  
First Grade ◽  
Immigrant Family ◽  
Education Evaluation ◽  
The Public ◽  
True Story ◽  
Speech Language Pathologist

This chapter presents the case of Tanveer, a first-grade boy from an Urdu-speaking immigrant family from Pakistan. He is in the public schools and has been struggling academically since kindergarten. This chapter discusses the preassessment process and interventions that took place before Tanveer underwent a full special education evaluation, including testing by a speech-language pathologist for the possible presence of an underlying language impairment. (Note: this author personally worked with this child, and this is a true story with some details changed for confidentiality.) This chapter shows how even before formal special education testing commenced, conducting an extensive preassessment process helped to greatly increase the accuracy of the formal evaluation, eventual diagnosis, and intervention provided for Tanveer.

Factors Affecting the Implementation of Specialized Skills of Therapist in Special Education Centers

2021 ◽  
Vol 15 (8) ◽  
pp. 2107-2112
Author(s):  
Aqsa Mumtaz ◽  
Bareera Saeed ◽  
M. Sikander Ghayas Khan ◽  
Hafsa Noreen ◽  
Rashid H. M ◽  
...  
Keyword(s):  
Special Education ◽  
Sample Size ◽  
Professional Knowledge ◽  
Assessment Tools ◽  
Speech Language Pathologists ◽  
Professional Skills ◽  
Factors Affecting ◽  
Speech Language Pathologist ◽  
Significant Difference ◽  
Speech Therapists

Background: The present study is about the factors affecting the professional skills implementation in special education centers. Speech-language pathologists (SLPs) are responsible for the evaluation and treatment of speech language impediments, however they offer multiple services, such as evaluation and treatment of swallowing problems, impaired cognition, and hearing problems. The failure to maintain an effective professional skills implementation in special education centers so many irreversible, fatal consequences among the speech-language pathologist (SLP). Objectives: To study the factors affecting the implementation of professional skills in special education centers. To conduct comparisons between female and male regarding the implementation of professional skills in special education centers. Method: This observational cross sectional study was conducted in special educational centers of district Lahore, Mandibahudin, Sahiwal, Okara and Shekhupura Punjab, Pakistan. The sample size of this research study was consisting of 73 speech therapists. Age range of participants are 21 to 50 years. There are 61 (81.3%) male participants and 14 (18.7%) female participants sample size as per topic need participate in survey. To draw the sample from population, purposive sampling technique was used. Instrument was developed with the help of the literature review and expert opinion about the topic. Content analysis was done to find out reliability and validity of the questionnaire. Duration of research was nine months from May 2020 to January 2021. Study is approved from the institutional review board of The University of Lahore, Ref No: IRB-UOL-FAHS/745-II/2020. Results: All the factor professional knowledge, Environmental factors affecting professional skills, workload and assessment tools are the positively corralled. The result depicted that significant difference in t (-1.424) p<.000) between the male and female speech-language pathologist. One way ANOVA was used for analysis result showed that there was significant difference (t(198)=-.434 ,sig=.00) among speech therapists responses on the above mentioned factor. Conclusion: Factors affecting the professional skills implementation in special education like availability, professional knowledge, workload, and assessment tools was significantly difference among male and females speech-language pathologist. In future such detailed studies are recommended to further enhance the factors affecting the professional skills implementation in special education centers. There is also need to improve the policies regarding vaccination and its implementations all over the country. Keywords: Professional Skills, Speech-language pathologists (SLPs), Special Education Centers, Gender

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