Introducing out first ever narrated Power Point. Just open this presentation in slideshow mode and you will hear Joan Reisinger explaining each slide. Check it out for great language development strategies...
Strategies for Enhancing Language Development int he Prekindergarten Classroom
by Dr. Joan Reisinger
Time for another installment in our series for SLPs working in Pre-K SPED classes..."The SLP and the High Scope Curriculum", including info on High/Scope, the learning environment, the daily routine, and Plan/Do/Reveiw - Excellent info from Tina McAlpin and Joan Reisinger.
The SLP and the High/Scope Curriculum
(Be sure to view the presentation in the "Notes Page" view to see detailed information on each slide. )
Introducing our second presentation in our series for SLPs working in Pre-K SPED classrooms: "Greeting Time and the SLP." Be sure to view the presentation in the "Notes Page" view to see detailed information on each slide.
Greeting Time in the Pre-K SPED Classroom - and the SLP
Welcome! We have developed a series of presentations on providing speech/language therapy in the Pre-K SPED classroom. This is primarily for SLPs, but teachers may like to read through the powerpoint presentations for ideas on how to collaborate with the SLP in their classroom. Any suggestions or comments will be welcomed. We begin with a presentation courtesy of the American Speech/Language Hearing Association, "The Role of the SLP in Schools." Topics to follow in the coming weeks: High/Scope and Work Time, Greeting Time and much more...
Click below to open the presentation and use the wheel on your mouse to turn pages (or use your escape key and use the page turning icons). Enjoy!
The Role of the SLP in Schools
American Speech-Language-Hearing Association. (2005). "The Role of the SLP in Schools." Reprinted by permission.
- Tina McAlpin and Joan Reisinger, Pre-K SPED Speech/Language Pathologists
Text only version
Building Language Skills in the Classroom
One of the most important things a teacher or paraprofessional can do for children who have limited speech and language skills is to observe them and label what they are doing, looking at, or using, with simple words and phrases. A quiet pause immendiately following the verbal input gives the child time to process the language.
Janice Greenberg and Elaine Weitzman, from the Hanen Program, give these guidelines about how to label:
Use labels to let children know what’s going to happen (your daily schedule, names of materials to be used, actions you might perform, etc.)
Use specific names of objects.
Use fun words when possible. (hooray, oops, whoa, uh-oh)
Use a variety of different labels.(nouns, verbs, adjectives, adverbs)**
If you give time for the children to process what you have said and to respond or look at you, you will find that the children may also begin to repeat what you have said!
**Weitzman, Elaine and Greenberg, Janice (2002) Learning Language and Loving It Second Edition. Canada: Beacon Herald Fine Printing Division.
Half-Day Speech and Language Program
In the Half-Day Speech and Language Impaired program we strive to meet each child's individual speech and language needs by building receptive and expressive vocabulary, increasing the length and quality of each child's sentences, and most importantly, providing opportunities to practice appropriate social language in a natural, nurturing environment.
Each half-day speech and language class is conducted by a certified speech/language pathologist, assisted by a paraprofessional. Each session includes up to 10 children with speech and/or language needs as well as up to 4 role model students. The teaching team uses every moment of the daily routine to provide speech and language intervention. Our classes follow the High/Scope curriculum and incorporate Building Early Language and Literacy as well as Conscious Discipline.
Links/articles for early communication and augmentative communication (AAC):
Center for Early Literacy Learning (CELL)
This site promotes the adoption and sustained use of evidence-based early literacy learning practices. This site has video resources for early childhood intervention practitioners, parents, and other caregivers of children, birth to five years of age, with identified disabilities, developmental delays, and those at-risk for poor outcomes.
The "Speech Banana"
Information on how loudly we hear sounds in the environment
Speech and sound acquisition from Columbia University.
Typical Speech Development articulation and phonology norms
Children With Apraxia and The Use of Augmentative and Alternative Communication
By Gary Cumley, Ph.D., CCC-SLP
Does AAC impede natural speech?
(from the Plano Independent School District)
Augmentative and Alternative Communication (AAC) Connecting Young Kids (YAACK) (YAACK) is a website that covers issues related to AAC and young children to provide information to families, teachers, speech/language pathologists involved with a child with special communication needs
Info about children with DAS or CAS.
Creative Communicating Help for children who communicate using AAC.
Help for children who communicate using AAC.
Speech and Language Developmental Milestones
Stuttering resources for teachers, SLPs, and parents
ASHA and Autism
Comments from ASHA on the causes of autism as well as podcasts and other information on autism