Speech and Language Services Building Inclusive Catholic Communities Program Department Revised July 2010

2 Learning for All The LDCSB welcomes all students and will provide them with the quality education they deserve; Mission Of the LDCSB: To serve the Catholic student in a community that nurtures a living faith and provides a quality Catholic education that enables the individual to become a contributing member of the Church and society.

3 Students With Communication Needs The LDSCB is committed to meeting the needs of students with communication needs. 1.To improve student communication skills 2.To improve student learning 3.To improve student social interaction skills GOALS

4 A.Language Impairment A learning disorder characterized by an impairment in comprehension and/or the use of verbal communication or the written or other symbol system of communication, which may be associated with neurological, psychological, physical, or sensory factors, and which may:  involve one or more of the form, content, and function of language in communication; And  include one or more of the following:  Language delay;  dysfluency;  Voice and articulation development, which may or may not be organically or functionally based. Special Education Companion 2002; Ministry of Education

5 B.Speech Impairment A disorder in language formulation that may be associated with A.neurological, B.psychological, C.physical, or D.sensory factors;  That involves perceptual motor aspects of transmitting oral messages; and  that may be characterized by impairment in articulation, rhythm, and stress. Special Education Companion 2002; Ministry of Education

6 In Simpler Terms…. Speech Disorders  Characterized by difficulty with the physical production of individual speech sounds  Also includes impairments of voice and fluency (stuttering) Language Disorders  Problems with the recognition and understanding of language, or  In the ability to generate well-organized, meaningful and grammatical sentences

7 Communication Disorders Provincial Statistics From Ontario Association of Speech-Language Pathologists and Audiologists Committee on School Services (December 2003)

8 Who is referred for Speech and Language services? a)Speaking clearly and articulating precisely b)Understanding directions c)Following a conversation d)Understanding and retelling stories e)Socializing with peers f)Organizing ideas sequentially g)Using appropriate vocabulary, word order, grammar A child who has speech or language challenges such as:

9 Who is referred for Speech and Language services? h)Speaking on topic i)Speaking fluently j)Learning sound skills necessary to read and write k)Unusual voice quality l)Autism Spectrum Disorder characteristics that might indicate a future diagnosis Continued

10 Referral & Consent Process  Discusses the student with the SPST who seeks input from: - The parents - The School Team - Perhaps the Affiliate Team  If it is determined that the Speech and Language Pathologist should be consulted, permission is sought from the parent/guardian  The S-LP screens the student to determine the most appropriate method of service delivery When a child demonstrates challenges in speech or language, the teacher:

11 Why Speech and Language at School?  Language is the medium through which teachers instruct and students learn  Approximately 10% of school-age children have speech and language delays or disorders  Effective communication skills: –Supports students in accessing the curriculum –Improves social interaction skills –Enhances participation in learning  S-LPs assist teachers in understanding the oral language needs of students and the relationship between listening, speaking, reading, and writing

12 Roles: Speech & Language Pathologist 1.Speech and Language Pathologists:  Are professionals whose practice is controlled in Ontario by the Regulated Health Professions Act  Are members of the multidisciplinary Affiliate who spend their time in: -Consultation -Assessment -Direct Support -Supervision -Committee Work Consultation 25% 25% Assessment 25% Direct Support Supervision 15% 10% Committees

13 Roles: Communication Assistants 2.Communication Assistants: –Are Educational Assistants working under the direct supervision of Speech and Language Pathologists –Spend 100% of their time providing direct service to students –Prepare resources for student learning –Assist the Speech Language Pathologists in communicating home activities for practise

14 Early Intervention  The optimal time for language intervention is during the early years  Priority is given to students from Junior Kindergarten through to grade 3  Consultation, monitoring, assessment, and direct services are provided to students in grades JK through 3, as deemed appropriate by the S-LP  Consultation, monitoring, and assessment services are provided to students with communication needs in grades 4 through 8, as deemed appropriate by the S-LP

15 Speech and Language Services  Assessment  Determine the need and type of intervention  Short term intervention  Liaise with other professionals and the community

16 Speech and Language Services A.Consultation with classroom teachers and SPST’s to: –Suggest modification and/or accommodation for curriculum expectations and assessment –Assistance in the development of student IEP –Demonstrating specific strategies B.Interpreting the implications of the students needs in communication and oral language by: –Providing teaching and learning strategies –Demonstrating the use of current technology C.Periodic updates regarding student progress

17 Speech and Language Services D.Assisting parents to support the development of the student’s communication skills: -at home -in the community E.Interpreting recommendations from reports

18 Success Indicators  Increased access to the curriculum  Significant gains in reading skills  Improved understanding and use of vocabulary and grammar  Improvements in basic concept acquisition  Meaningful improvements in adaptive behaviour  Improved articulation and clarity of speech  Improved understanding of classroom instructions  Improved questioning and problem solving skills

19 Community Liaison & Partners  Community Care Access Centre CCAC  Thames Valley Children’s Centre TVCC  Child and Parent Resource Institute CPRI  Thames Valley Neighborhood Early Intervention Learning Program TV/NELP  Tyke Talk  TVCC Autism Services

20 Professional Development Opportunities For Staff and Parents  Articulation training sessions for parents  The Communication-Behaviour Link  Facilitating Language Development in the Primary Years  Developing Phonological Awareness Skills to Support Emergent Literacy  Using Visual Supports to Enhance Communication Skills for Students with ASD  Learning Characteristics of Students with ASD  Early Warning Signs for School-age Children with Speech and Language Needs  Emergent Literacy Skill Training for Parents  Using Boardmaker Sessions led by Speech and Language Pathologists

21 References  Special Education Companion, Ministry of Education (2002)  Education for All: The Report of the Expert Panel on Literacy and Numeracy Instruction for Students with Special Education Needs, Ministry of Education (2005)  The IEP Companion, Ministry of Education (2004)  The College of Speech-Language Pathologists and Audiologists of Ontario (CASLPO)  The Ontario Association of Speech-Language Pathologists and Audiologists (OSLA)  Weber, K. & Bennett, S. Special Education in Ontario Schools, 5 th Edition (2004)  Quill, Kathleen. Do-Watch-Listen-Say: Social and Communication Intervention for Children with Autism (2000)

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