Speech and Language in Inclusion
- 3. “All students attend and were welcomed by neighborhood schools in age appropriate, regular classes and are supported to learn, contribute, and participate in all aspects of the life of the school”(Inclusive Education Canada, 2015)
- 5. A recent survey of the leadership of teacher's indicated that many teachers feel inadequately prepared to implement inclusive education and view increased collaboration with specialists as essential to building their capacity in this area. Educators are highly knowledgeable about curriculum and instructional design Many educators not feel prepared to teach children with disabilities.
- 6. Many are not aware of how best to support students with speech, language and communication needs in classroom. SLP plays an integral role in working with classroom teams to ensure that content is presented in a variety of forms, that teaching strategies promote active attention and engagement, and that students have various opportunities and modalities to communicate and to share information.
- 7. Therapists identified a broader range of competencies as a result of the shift from the medical model of support to the educational or social model of support. SLP were criticized for -not being supportive part of the educational process -giving low priority support & sharing knowledge with teachers, parents , other professionals and the community. -They were afraid of losing their professional identity
- 8. They were confused about their role as, they are here to facilitate the educational outcomes required or to improve articulation skills.
- 9. Therapists need to have knowledge about - the school systems - school culture -about curriculum -understand the demands of the curriculum on the learner’s language and communication skills.
- 11. Direct support involved -assess individual learners in order to set goals for interventions that are clearly related to educational outcomes -evaluate and record the outcomes and describe them to others -set functional goals that improved functioning in school including improved articulation in the school environment -undertake preventive activity, identifying at risk learners & screen learners with particular problems
- 12. Indirect support involved -needs skills to work with teachers -to work in the classroom and with the broader education system -ability to modify the curriculum -ability to manage their time to meet teachers and others they are collaborating with -ensures that the intervention is done properly without risk to the student
- 14. Teach parents, assistants, other professionals Develop a partnership with parents and other professionals Teaching breathing exercise, relaxation techniques, oral exercise, modeling for correct articulation, use of assistive devices, hearing aids Motivate the parents to use the particular strategies by appropriate explanation Explain their role to parents, teachers and the community Need to be able to use appropriate terminology, not only medical terms in all their explanations Play an important role in joint decision making as they assess, plan, make decision and implement them as a team Need skills to resolve conflicts that can arise in the team
- 15. Therapist need to communicate and work with parents, siblings, teachers, workers, extended families, educational assistants, community organization , and school governing bodies.
- 16. Therapist need to demonstrate -demonstrate their respect for the teachers, parents and assistants -able to share what they know with them -show empathy and able to identify the emotions others are experiencing -listen to parent's belief about
- 17. Name- XYZ Class- 2nd Diagnosis- Moderate stuttering Speech characteristics-Repetition, e.g., "b-b-baseball." Prolongations, Silent blocks, Secondary behavior- eye blink and tapping
- 20. Ask him to practice inhalation and exhalation, as well as deep breathing with the students Ask him to practice taking a deep breath in and then slowly exhaling while saying a single word. Gradually increase to speaking in longer phrases and sentences while using gentle exhalations. Help him identify when has stuttered When he stuttered during reading or conversation ask him to reread that word or sentence or reproduce that word or sentence till that he can produce fluent speech
- 21. Identify where in the speech mechanism physical tension is and release it. Along with speech characteristics try to reduce secondary behavior as eye blinking and tapping In the end of the class he has to answer few questions or word meaning or fill in the blanks asked by the teacher which is related to the chapter
- 22. In next class he has to explain that chapter to his classmates We can give him few worksheets or homework to check his progress as in written form
- 23. Motivate your child every time Give him opportunities to speak Try to reduce his fear related to his speech Speak with your child in an unhurried way, pausing frequently Use your facial expressions and other body language to convey to your child that you are listening Helping him in breathing and relaxation excercises
- 24. Periodically meet with the teachers and speech therapist Above all, convey that you accept your child as he is