Presentation on theme: "ECSE Indicator Trainings After School Special Series Integrated Early Childhood Speech and Language Services Sheryl Thormann Mary Joslin."— Presentation transcript:
ECSE Indicator Trainings After School Special Series Integrated Early Childhood Speech and Language Services Sheryl Thormann Mary Joslin
Welcome – Important Things to Know Everyone is muted You can submit a question in the question box. Type your question here and press send. Because of the short time we may wait to answer questions until the end.
Today’s Objectives What the law and research say about service delivery and speech and language development How to identify a range of service options for speech and language services How to use an LRE decision making flow chart Supports available to assist my community I will learn:
Data Percentage of 3- to 21-Year Olds Served Under IDEA by Primary Disability Type: Data Source: October 1, 2013 Child Count Primary DisabilityPercent Specific Learning Disability26.11% Speech and Language Impairment25.37% Other Health Impairment16.73% Emotional Behavioral Disability10.16% Autism8.35% Cognitive Disability6.98% Significant Developmental Delay3.39% Hearing Impairment1.40% Orthopedic Impairment.79% Visual Impairment.42% Traumatic Brain Injury.30% Deaf-Blind.01%
Data Percentage of 3- to 5-Year Olds Served Under IDEA by Primary Disability Type: Data Source: October 1, 2013 Child Count Primary DisabilityPercent Speech and Language Impairment60.05% Significant Developmental Delay25.23% Autism5.42% Other Health Impairment4.39% Orthopedic Impairment1.16% Cognitive Disability1.13% Hearing Impairment1.13% Emotional Behavioral Disability.81% Visual Impairment.45% Traumatic Brain Injury.15% Specific Learning Disability.09% Deaf-Blind.01%
Service Delivery Historically SLPs relied on pull-out models with an individual child or small groups.
Service Delivery Due to changes in federal law, general philosophies, new research, and the shift in educational reforms, SLPs are using more inclusive service delivery methods including delivery of service directly within the general education classroom setting.
Throneburg et al., 2000 McNulty and Gloeckler (2011) Throneburg and Davidson (2002)
Service Delivery Additional supports in the classroom now include the use of the following: – Instructional strategies based on Universal Design for Learning (UDL) – Targeted interventions/intervention systems – Accommodations – Assistive technology
Service Delivery Current data from schools that show high performance for students with disabilities, including SL, utilize effective inclusion strategies and support systems in the general education setting.
Service Delivery “The goal of introducing alternative models of service delivery is not to eliminate pullout services, rather, the goal is restriction of the use of pullout services to appropriate cases and the provision of alternative approaches when they best serve student’s needs.” – (Sanger et al., 1995)
Raelyn At home, Raelyn responds to her name and follows routine, 1-step directions like “Get your shoes.” or “Clean up.” Raelyn enjoys books and will look at and occasionally name the pictures and turn the pages. Raelyn is understood most of the time by familiar adults. She uses words to name items like clothes, food, and toys, to express possession (“mine”), to greet (“hi,” “bye”), and describe (“hot”). To get attention, Raelyn will call “Mama” or scream.
Raelyn Raelyn currently substitutes me/I, uses approximately 50+ words, combines some words in phrases, omits age-expected grammatic structures, and responds to some “What, Where” questions. She is able to label the following photos: tar/car, boo/book, boots, a ball, teys/keys. Raelyn currently can be difficult to understand in connected speech. She omits some final consonants and substitutes t/k and d/g.
Raelyn-Goal 1 Raelyn will increase her expressive language skills to a level that enables her to communicate and interact with peers and adults with at least 80% accuracy (8 of 10 opportunities).
Raelyn-Goal 2 Raelyn will increase her speech sound production skills to a level that enables unfamiliar listeners to understand her with 80% accuracy (8 of 10 utterances).
How might we get there? Raelyn will increase her expressive language skills to a level that enables her to communicate and interact with peers and adults with at least 80% accuracy (8 of 10 opportunities). (1) refer to herself with “I” and/or “Raelyn” (2) name objects and pictures in a variety of categories (3) combine 3+ words to tell action, describe or tell location (4) use /-ing/ and possessive/plural /s/ (“cat’s, cats”) (5) respond to simple “Yes- No, What, Who, Where” questions about objects and pictures
How might we get there? Raelyn will increase her speech sound production skills to a level that enables unfamiliar listeners to understand her with 80% accuracy (8 of 10 utterances). (1) produce final consonants in single words (2) produce final consonants in words in short phrases (3) produce /k, g/ in the initial position of words (4) produce /k, g/ in the initial position of words in short phrases
Community examples Patty Samosky S/L Highland View School firstname.lastname@example.org 414 423-2750 ext 2223 Chris Hambuch-Boyle Formerly Eau Claire Area School District CESA 10 and 11 EC Program Support email@example.com
Contact Us Sheryl Thormann DPI Education Consultant Speech and Language Programs 608-266-1783 firstname.lastname@example.org Mary Joslin Preschool Environments Coordinator 715-829-4815 email@example.com CESA EC Program Support Teacher List
Resources in Wisconsin CESA Program Support Teachers DPI Speech and Language Webpage Early Childhood Least Restrictive Environment A Thinking Guide to Inclusive Child Care Collaborating Partners