1. Speech language supports: Challenges to collaborating between teachers and speech professionals in early childhood and elementary settings Nicole Towndrow

2. Overview As part of an independent study, Nicole worked with speech pathologists at a local elementary school and at an inclusive pre-school program. One of the biggest barriers she noted was the lack of collaboration between teachers and speech pathologists to ensure that the services received were connected to the students’ education, and vice versa. Additionally, it was challenging but necessary to recognize that professionals must support the student in each of these environments, both individually and collectively. For a final project, Nicole created a PowerPoint presentation that identified challenges for speech professionals, teachers, and students across various settings, and suggested recommendations to address these challenges.

3. My Experience in an Elementary School West Street Elementary School – Pull out services – 4 groups for 30 minutes – Kindergarten and 1 st grade – Working on: describing, similarities and differences, articulating sounds (g, l, s), using proper nouns

4. My Experience in an Early Childhood Setting Happiness House – Pull out and push in services – Three students – 3-5 years old – Working on: Using proper pronouns, apraxia, assimilation, expanding sentences

5. Making Services Meaningful Inside and Outside the Classroom: The Issues Connecting material from the classroom curriculum into speech services. Communicating with the classroom teacher and informing them of speech goals and keeping track of them in the classroom.

6. Making Services Meaningful Inside and Outside the Classroom: The Solutions Accomplishing speech goals through classroom curriculum. – Talking about weather, flowers, animals, etc. and adapting speech sessions to include these topics

7. Making Services Meaningful Inside and Outside the Classroom: The Solutions Closing the gap between teachers and service professionals – Increasing communication between professionals to ensure classroom curriculum is included in speech sessions and to ensure that what is being worked on in speech is carrying over into the classroom.