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Welcome to speech and language services website...

The goal of any speech and language therapy program is to improve the effective communication skills of those individuals identified as having one or more problems in this area (e.g., receptive/expressive language, social/pragmatic language, speech fluency, speech intelligibility, hearing).

Each student in the program has a unique set of strengths and weaknesses which have been identified through the evaluation process.   All students have a set of goals and objectives outlined in his/her Individualized Education Plan (IEP). 

At the junior high, all speech and language student are members of grade-leveled classes of approximately 4-8 students.  Heterogeneous groupings allow for an interesting mixture of communicative abilities.  Peer group interaction is used extensively to foster skills in all areas of language and speech.

Students learn and practice a variety of skills and sub-skills for improving listening/comprehension skills.  Before being able to listen to a story and state the main idea, students may have worked on many sub-skills including: attentiveness, vocabulary, understanding complex grammar, memory, recognizing relevant data, and so on.

Expressively, goals for the students include improving vocabulary and grammar, increasing specificity, descriptions, complexity, and organization of oral language, and ultimately, effective communication for group conversation skills.

Socially, goals for the students include improving social awareness for using verbal and non-verbal communication for social purposes.  A student with this disorder will have difficulty in following the ordinary social rules of communication (whether they are verbal or non-verbal), with turn-taking, and changing language depending upon the situation or needs of the listener. 

Daily communication with the teachers/liaisons is critical.  Group members are typically on the same team for consistency.  Academic/curricular materials are used in speech and language class, when appropriate.  Vocabulary from academics is reinforced and classroom texts may be used to develop listening skills.  Additionally, strategies are also practiced to aide with recall of information.  Presentations may also be rehearsed in front of a small peer group to receive constructive feedback regarding content and presentation.

I look forward to an enjoyable and productive year with your child!