I provide direct speech-language therapy to a wide variety of students with speech and language impairments. My students are quite diverse and have unique needs. Among the skills we work on are things such as: articulation, vocabulary, following directions, social skills, language skills, listening comprehension, and grammar. My school also has three self-contained autism classrooms. Some children in these classrooms are non-verbal or minimally verbal and are working on very basic skills. I work with students PK through 5th grade at a Title I school.
All of my students are working on improving their communication skills, whether that be verbally, with sign, or assistive technology.
Some students need additional support in vocabulary development, others need support with higher level language skills such as idioms, multiple meanings, and predicting outcomes. Other students have phonological or articulation disorders, which affect their ability to produce sounds correctly and impacts their ability to convey their message to listeners effectively.
My students are so diverse and each and every one of them learns in a different way. The whiteboard, dry erase markers, and erasers will help my students have an additional interactive method to achieve their goals and objectives. Right now, I have a chalkboard and a small dry erase board that someone gave away. These are not very conducive for my students to use and they could really use an additional method to assist with their learning.
This white board would allow for more hands on learning and add a visual component to their learning.
They love to draw or write and simply be the “teacher.” This would also help me to demonstrate strategies we are targeting in our sessions. Having the visual up on the board instead of on paper would help bring these ideas to life for my students. Additionally, it would provide a space for us to set up games on the board using magnets, such as matching games or suction cup ball games while targeting our goals.
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