My students are all children who have communication disorders including (but not limited to): articulation/phonological disorders, receptive/expressive language disorders, fluency (stuttering) disorders, social pragmatic disorders, voice disorders, and hearing loss. My students will all require specialized instruction in the areas of speech and language, many of who are also English Language Learners who came from other countries. Many of my students primarily speak Spanish, Portuguese, and Arabic. The majority of these students come from low-income households and school is a place where they come for structure, guidance, and support.
My students receive speech and language services and are learning within inclusion classrooms, STEP (behavior) programs, as well as substantially separate classrooms for those with cognitive and intellectual disorders.
All of my students have individualized and unique needs. Despite the challenges their disorders bring, these children are eager and willing to learn.
Aside from practicing environmental friendliness, the use of paper in therapy sessions (specifically with students in grades 2-6) is high. The white board will help my students remain engaged and will provide for visual therapy schedules and interactive therapy activities.
Many students who receive speech and language intervention rely heavily on visual supports to communicate effectively.
The pocket chart will provide an organized way for my students to increase their story retell and sequencing skills with picture supports. The chart is portable and will be beneficial during both pull-out and inclusion therapy sessions. These materials will help my students make progress toward their goals and improve their speech and language skills!
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