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Ms. REID-BACCHUS’s Classroom Edit display name

  • PS 273 Wortman
  • Brooklyn, NY
  • More than three‑quarters of students from low‑income households

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My students come to me with varying degrees of disabilities, ranging from articulation (speech only) to cognitive, behavioral or a combination of all three. As a result of the combination of challenges they demonstrate, therapy in speech-language pathology sessions must include many different types of materials. I try my very best to provide my students with as many different opportunities to learn as possible because we all learn differently. Some people are visual, others need to write, to hear and/or to touch. There is a huge array of apps available to teach and support students with speech and language impairments; however, a large portion of them have only been created for one amazing and very versatile tool, the iPad. My groups tend to be mixed in terms of impairments. If I had an iPad for each child, I would be better able to differentiate and tailor each activity specifically for the level and intensity required by each student. For example, one child could work on producing words with the s sound, while another does reading comprehension with literal questions and another with nonliteral questions etc. My groups can range from one to five students at a time and currently, I only own one iPad. The school is unable to provide me with devices that can be used specifically for my caseload. My students all make progress at different rates and I know that with greater differentiation, they can make more gains at a quicker pace.

About my class

My students come to me with varying degrees of disabilities, ranging from articulation (speech only) to cognitive, behavioral or a combination of all three. As a result of the combination of challenges they demonstrate, therapy in speech-language pathology sessions must include many different types of materials. I try my very best to provide my students with as many different opportunities to learn as possible because we all learn differently. Some people are visual, others need to write, to hear and/or to touch. There is a huge array of apps available to teach and support students with speech and language impairments; however, a large portion of them have only been created for one amazing and very versatile tool, the iPad. My groups tend to be mixed in terms of impairments. If I had an iPad for each child, I would be better able to differentiate and tailor each activity specifically for the level and intensity required by each student. For example, one child could work on producing words with the s sound, while another does reading comprehension with literal questions and another with nonliteral questions etc. My groups can range from one to five students at a time and currently, I only own one iPad. The school is unable to provide me with devices that can be used specifically for my caseload. My students all make progress at different rates and I know that with greater differentiation, they can make more gains at a quicker pace.

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About my class

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