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Ms. Giannetta's Classroom Edit display name

  • PS 111 Adolph S Ochs
  • New York, NY
  • More than half of students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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I am a speech language pathologist working in a kindergarten through 8 grade New York City Public School. All of my students have IEPs and receive speech and language related services to enhance their receptive, expressive, pragmatic, phonemic awareness, and articulation skills. My students find school challenging because of their speech and language impairments. They often need additional supports, beyond speech and language therapy, to meet all academic goals. In addition, my students often do not enter kindergarten with the fundamental skills that other children come to school with. This is often related to lack of parent support at home, being raised in a broken home, and/or being in a low socioeconomic community. Many of my children do not come to school knowing their letters, have limited vocabulary, and have been around other children. Therefore, they are already behind other children who come to school from a more supportive environment.

About my class

I am a speech language pathologist working in a kindergarten through 8 grade New York City Public School. All of my students have IEPs and receive speech and language related services to enhance their receptive, expressive, pragmatic, phonemic awareness, and articulation skills. My students find school challenging because of their speech and language impairments. They often need additional supports, beyond speech and language therapy, to meet all academic goals. In addition, my students often do not enter kindergarten with the fundamental skills that other children come to school with. This is often related to lack of parent support at home, being raised in a broken home, and/or being in a low socioeconomic community. Many of my children do not come to school knowing their letters, have limited vocabulary, and have been around other children. Therefore, they are already behind other children who come to school from a more supportive environment.

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