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

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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

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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.

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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.

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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

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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

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