Teaching Strategies for Students with Speech-Language Disorders Presentation
This is a presentation about teaching strategies for students with speech-language disorders. The presentation begins with a list of common speech-language disorders, as well as the characteristics and causes of speech-language disorders. Then, I describe the integral role of speech-language pathologists (SLPs) and how they contribute immensely to RTI in schools. A list of teaching strategies such as word repetition games and sensory feedback follow. In between this presentation, I had my classmates practice saying words back and forth that all had the same beginning sound (cat, computer, can, care) in order to simulate an articulation exercise that an SLP may utilize with elementary school students that have speech-language disorders. The presentation ends with a reminder of how important it is for parents to support their child(ren) with a speech-language disorder, and then a list of the sources I used.
IPTS Standard 1 states that "the competent teacher understands the diverse characteristics and abilities of each student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. The teacher uses these experiences to create instructional opportunities that maximize student learning." My presentation meets this standard because it demonstrates my understanding of methods and strategies that help elementary school students with speech-language disorders, which is a clear example of Knowledge Indicator 1G. Knowledge Indicator 1G says that "the competent teacher understands how to identify individual needs and how to locate and access technology, services, and resources to address those needs." My presentation describes a variety of teaching strategies such as sensory feedback (recording voice and playing it back, looking in mirror while speaking), articulation (word repetition games), and language intervention (reading books out loud, role-play games). All of these activities help students with speech-language disorders to build on their communication skills, which will undoubtedly increase their confidence when it comes to speaking and processing language.
Creating this presentation allowed me to think outside the box in regards to effective teaching strategies for elementary school children with speech-language disorders. So much, in fact, that I wrote about even more of them in my Teaching Strategies Paper, which you can access here. In addition to the strategies themselves, I learned that it is vitally important for teachers to have patience and understanding when it comes to students with speech-language disorders. It may take longer for them to formulate their thoughts and speak them out loud, and when they have a teacher that is willing to help them through the process, it will make their school day so much easier and more fun.
Special Populations Presentation: Cerebral Palsy and Its Effects on Speech and Language
Special Populations Presentation Handout
This is a presentation about how cerebral palsy affects speech and language. I created it for my Remediation of Language and Communication Disorders class. In this presentation, I first discussed the definition of cerebral palsy before moving into how it affects the 5 domains of speech and language (phonology, morphology, syntax, semantics, and pragmatics). Then, I discuss potential goal areas that students with cerebral palsy would benefit from working on in regards to speech and language, which can be met with the teaching strategies and materials presented in the slide that follows it. Suggestions for teachers who have students with cerebral palsy are included in the last slide, along with a list of the resources I used for this presentation.
IPTS Standard 1 says that "the competent teacher understands the diverse characteristics and abilities of each student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. The teacher uses these experiences to create instructional opportunities that maximize student learning". My Special Populations Presentation meets this standard because it describes the the wide range of effects that cerebral palsy can have on a student's speech and/or language. This is evidence of Knowledge Indicator 1E, which states that "the competent teacher understands the impact of linguistic and cultural diversity on learning and communication". Certain domains of speech and language are more directly impacted by cerebral palsy, and the affected domains can differ between students. Having knowledge of strategies, such as the ones included in my presentation, will benefit teachers that have students with cerebral palsy in their class. After getting to know their student(s) with cerebral palsy, teachers can select one or more of these strategies to try in their class to see if they work for their student(s) with cerebral palsy. By trying out these strategies, there is increased likelihood that the communication needs of students with cerebral palsy will be met, which will increase their chances of succeeding in school, and their teachers will perform better as well.
I really enjoyed creating this presentation. At the time that I was working on it, I had a student with cerebral palsy in my placement classroom, and it was fascinating to see how all 5 domains of speech and language were impacted in my student. Throughout my time working with him, I noticed that it took him a very long time to give verbal responses, and that certain letter sounds were harder to speak than others. Prior to researching for this presentation, I had no idea that cerebral palsy could affect one's speech and language abilities to the extent that it can; I was only familiar of the physical impacts it could have on a student. I feel more confident and knowledgable as a teacher because of the opportunity that I had to participate in this project, particularly when working with students that have cerebral palsy. I feel more prepared to diversify my lessons and communication styles to make sure that they understand what they need to do and know without a doubt that they have a place in my classroom.