Presentation is loading. Please wait.

Presentation is loading. Please wait.

Communication 4 Forever! Strategies for Preschool Teachers to Increase Communication Skills with Students in Their Classrooms and Collaborate with Speech-

Published byAmie Bridges Modified over 9 years ago

Similar presentations

Presentation on theme: "Communication 4 Forever! Strategies for Preschool Teachers to Increase Communication Skills with Students in Their Classrooms and Collaborate with Speech-"— Presentation transcript:

1 Communication 4 Forever! Strategies for Preschool Teachers to Increase Communication Skills with Students in Their Classrooms and Collaborate with Speech- Language Pathologists Leslie Rainey, M.S., CCC-SLP

2

3

4

5

6 Birth to One Year:

7 One to Two Years:

8 Two to Three Years:

9 Three to Four Years:

10 Four to Five Years:

11 When to Worry:  The Child has difficulty following directions.  The Child has difficulty formulating sentences.  The Child has weak vocabulary skills.  The Child is difficult to understand.  The Child has decreased social interactions.

12

13 The Basics: Do What You Do!

14 The Basics: Vocabulary  Be explicit and intentional.  Build on prior knowledge through questions and discussion.  Make connections through questions and discussion.  Offer definitions.  MULTIPLE EXPOSURES and OPPORTUNITIES.  MAKE IT REAL.

15

16 The Basics: Expanding Repeat a child’s utterance in a grammatically correct format.

17 The Basics: Scaffolding Add information to a child’s utterance with one or two words.

18 The Basics: Use Visuals  Pictures  Graphic Organizers  Expanding Expression Tools

19 articulation stuttering social skills Phonological disorder Selective mustism swallowing language dyslexia

20

21 Inclusion: Co-Planning Ideas  Email  5 minutes in the hall  Teacher 1 shares plans with Teacher 2 and Teacher 2 develops a plan based on Teacher 1’s direction.  Designated and protected plan time.  Teacher 1 and Teacher 2 determine a theme and targets. Each develops on piece of plan.

22 Trust me… I’m a teacher!

23 Inclusion: Observer  Teacher 1 gives instruction.  Teacher 2 observes and takes data.  Co-planned or Teacher 1 plans independently.

24 Inclusion: Drifter  Teacher 1 gives instruction.  Teacher 2 supports students within the classroom.  Co-planned or Teacher 1 planned independently.

25 Inclusion: Parallel  Teacher 1 gives instruction to a portion of the class.  Teacher 2 gives the same instruction or lesson to the other portion of the class.  Co-Planned.

26 Inclusion: Alternator  Teacher 1 gives group instruction.  Teacher 2 follows up with small group instruction.

27 Inclusion: Teaming  Teacher 1 and Teacher 2 give instruction together.  Co-Planned.

28 Inclusion: Stations  Teacher 1 provides small group instruction.  Teacher 2 provides small group instruction.  Co-Planned.

29 Your Challenge  Let go of the fear.  Work through your differences.  Embrace what you can accomplish together.

30 References  American Speech Language and Hearing Association. (n.d.). Communication disorders: prevalence and cost in the united states. Retrieved from https://owl.english.purdue.edu/owl/resource/560/10/ https://owl.english.purdue.edu/owl/resource/560/10/  American Speech Language and Hearing Association. (n.d.). How does your child hear and talk? Retrieved from http://www.asha.org/public/speech/development/chart/ http://www.asha.org/public/speech/development/chart/  Christ, T. & Want, X.C. (2012). Supporting preschoolers’ vocabulary learning: Using a decision making model to select appropriate words and methods. Young Children, March, 74-80. http://www.naeyc.org/yc/files/yc/file/201203/Christ_YC0311.pdfhttp://www.naeyc.org/yc/files/yc/file/201203/Christ_YC0311.pdf  Kohnert, Kathy. (2013). Bilingual Language Development. On YouTube. Retrieved from https://www.youtube.com/watch?v=SNRqJo9niFYhttps://www.youtube.com/watch?v=SNRqJo9niFY

31 References  Hart, B. & Risley, T.R. (2003). The early catastrophe: The 30 million word age gap by 3. American Educator, Spring, 4-9. http://www.aft.org//sites/default/files/periodicals/TheEarlyCatastrophe.pdf http://www.aft.org//sites/default/files/periodicals/TheEarlyCatastrophe.pdf  U.S. Department of Health and Human Services. (2015). Nearly 1 in 12 children ages 3–17 has a disorder related to voice, speech, language, or swallowing: infographic. Retrieved from http://www.nidcd.nih.gov/tools/image-share/Pages/nchs- infographic.aspxhttp://www.nidcd.nih.gov/tools/image-share/Pages/nchs- infographic.aspx  Schuleman, Jess. (2013). Cute articulation norms. Retrieved from http://figurativelyspeechingslp.blogspot.com/2013/09/cute-articulation-norms.html http://figurativelyspeechingslp.blogspot.com/2013/09/cute-articulation-norms.html  Smith, S. (2010). Expanding Expression Tool. Retrieved from http://www.expandingexpression.com/aboutus.html http://www.expandingexpression.com/aboutus.html

32 References  Waltman, E. (2012). Coteaching differentiation. Retrieved at http://www.slideshare.net/ErinWaltman1/coteaching-differentiation-and-udl http://www.slideshare.net/ErinWaltman1/coteaching-differentiation-and-udl  Wright, P.W.D. & Wright, P.D. (2015). Questions and answers on least restrictive environment requirements of the IDEA. Wrights Law. Retrieved at http://www.wrightslaw.com/info/lre.osers.memo.idea.htm http://www.wrightslaw.com/info/lre.osers.memo.idea.htm

Download ppt "Communication 4 Forever! Strategies for Preschool Teachers to Increase Communication Skills with Students in Their Classrooms and Collaborate with Speech-"

Similar presentations

1 When DAP Meets GAP Promoting Peaceful Coexistence between Developmentally Appropriate Practice & the Need to Address the Achievement Gap International.

1 When DAP Meets GAP Promoting Peaceful Coexistence between Developmentally Appropriate Practice & the Need to Address the Achievement Gap International.
Focus on Instructional Support

Focus on Instructional Support
Accelerated Vocabulary Instruction

Accelerated Vocabulary Instruction
Inclusive Preschool Dir. of Special Education: Bonni Rubin-Sugarman Principal: Gino R. Priolo Teachers: Kim Gardine, Sheri Takakjy, Jennifer Epstein

Inclusive Preschool Dir. of Special Education: Bonni Rubin-Sugarman Principal: Gino R. Priolo Teachers: Kim Gardine, Sheri Takakjy, Jennifer Epstein
1 When DAP Meets GAP Promoting Peaceful Coexistence between Developmentally Appropriate Practice & the Need to Address the Achievement Gap National Association.

1 When DAP Meets GAP Promoting Peaceful Coexistence between Developmentally Appropriate Practice & the Need to Address the Achievement Gap National Association.
Enhancing SIOP Assisting, Collaborating, and Training ESL Secondary Content Teachers ACT-ESL Post-Seminar April 21, 2009 Hosted by VCU School of Education.

Enhancing SIOP Assisting, Collaborating, and Training ESL Secondary Content Teachers ACT-ESL Post-Seminar April 21, 2009 Hosted by VCU School of Education.
Bexley Early Years Advisory Team Reading Julia Andrew Teaching and Learning Adviser.

Bexley Early Years Advisory Team Reading Julia Andrew Teaching and Learning Adviser.
 Language involves the use of vocal sounds and written symbols to comprehend, form, and express thoughts and feelings (Raymond, 2012).  Any code employing.

 Language involves the use of vocal sounds and written symbols to comprehend, form, and express thoughts and feelings (Raymond, 2012).  Any code employing.
Identification of Barriers to Learning

Identification of Barriers to Learning
Children with Speech and Language Delays. Indirect Language Stimulation Self Talk DescriptionComments Open-ended Questions ExpansionExpansion Plus Repetition.

Children with Speech and Language Delays. Indirect Language Stimulation Self Talk DescriptionComments Open-ended Questions ExpansionExpansion Plus Repetition.
1 Copyright © Allyn & Bacon 2003 Learners with Communication Disorders Chapter 8 – Begins p. 263 This multimedia product and its contents are protected.

1 Copyright © Allyn & Bacon 2003 Learners with Communication Disorders Chapter 8 – Begins p. 263 This multimedia product and its contents are protected.
Objectives Look purposefully at vocabulary instruction. Discuss how this component is effectively taught. Collaborate to plan for strategic instruction.

Objectives Look purposefully at vocabulary instruction. Discuss how this component is effectively taught. Collaborate to plan for strategic instruction.
When Special Education and General Education Unite Denise Long-2 nd grade Teacher Beckie Rotondo-Autistic Support Teacher Whitehall Elementary School,

When Special Education and General Education Unite Denise Long-2 nd grade Teacher Beckie Rotondo-Autistic Support Teacher Whitehall Elementary School,
Chapter 6. Speech Disorder- difficulty producing sounds & the disorders of voice quality. As well as fluency (aka stuttering) Language Disorder- difficulty.

Chapter 6. Speech Disorder- difficulty producing sounds & the disorders of voice quality. As well as fluency (aka stuttering) Language Disorder- difficulty.
Productive Math Talk Math Alliance April 3, 2012.

Productive Math Talk Math Alliance April 3, 2012.
Service Delivery Models and Inclusive Practices in Speech-Language Pathology: Challenges and Solutions Connecticut Speech-Language-Hearing Association.

Service Delivery Models and Inclusive Practices in Speech-Language Pathology: Challenges and Solutions Connecticut Speech-Language-Hearing Association.
© 2009 The McGraw-Hill Companies, Inc. Students with Communication Disorders Chapter 7.

© 2009 The McGraw-Hill Companies, Inc. Students with Communication Disorders Chapter 7.
Learning Disabilities

Learning Disabilities
Communication Disorders

Communication Disorders
Interventions. General Considerations When Selecting Interventions:  Research/evidence-based  Targeted to student needs  Sensitive to cultural differences.

Interventions. General Considerations When Selecting Interventions:  Research/evidence-based  Targeted to student needs  Sensitive to cultural differences.

Similar presentations

Ads by Google