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Mrs. Roesberry’s Classroom Edit display name

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Preschoolers learn best through play and sensory input. Many of our materials over the years have been more paper based, like flash cards or the manipulatives that we borrow from classroom teachers are too big or bulky to use with 2 or more children, setting at a small table or working space. Our storage space in our speech therapy room is also small and limited in size, so smaller manipulatives and bins to store them in would work best not just for hands-on learning experiences but for our overall organization as well. As speech-language therapists the variety of our students include sensory processing, language acquisition skills, play based approaches to encourage communicative intent and expansion, phonological processing correction, articulation teaching approaches, learning a second language, introducing story element, vocabulary, and early language skills. Our goal with our speech and language delayed students is to teach a love of learning through play, introduce them to a variety of concepts through books, assist with regulating student’s sensory input, and help each student find success through simple and fun hands-on experiences that motivate them to expand and improve their communication skills. Through the use of small, sensory manipulatives and a system of organization we will be able to spend more time working with our students and expanding their speech-language skills through play, exploring books and hands-on experiences.

About my class

Preschoolers learn best through play and sensory input. Many of our materials over the years have been more paper based, like flash cards or the manipulatives that we borrow from classroom teachers are too big or bulky to use with 2 or more children, setting at a small table or working space. Our storage space in our speech therapy room is also small and limited in size, so smaller manipulatives and bins to store them in would work best not just for hands-on learning experiences but for our overall organization as well. As speech-language therapists the variety of our students include sensory processing, language acquisition skills, play based approaches to encourage communicative intent and expansion, phonological processing correction, articulation teaching approaches, learning a second language, introducing story element, vocabulary, and early language skills. Our goal with our speech and language delayed students is to teach a love of learning through play, introduce them to a variety of concepts through books, assist with regulating student’s sensory input, and help each student find success through simple and fun hands-on experiences that motivate them to expand and improve their communication skills. Through the use of small, sensory manipulatives and a system of organization we will be able to spend more time working with our students and expanding their speech-language skills through play, exploring books and hands-on experiences.

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About my class

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