Speech and Language Services
Building Inclusive Catholic Communities
Program Department
Revised July 2010
Learning for All
The LDCSB welcomes all students and will
provide them with the quality education
they deserve;
Mission Of the LDCSB:
To serve the Catholic student in a community that
nurtures a living faith and provides a quality Catholic
education that enables the individual to become a
contributing member of the Church and society.
2
Students With Communication Needs
The LDSCB is committed to meeting the needs of
students with communication needs.
GOALS
1.
2.
3.
To improve student communication skills
To improve student learning
To improve student social interaction skills
3
A. Language Impairment
A learning disorder characterized by an impairment in comprehension
and/or the use of verbal communication or the written or other
symbol system of communication, which may be associated with
neurological, psychological, physical, or sensory factors, and which
may:
 involve one or more of the form, content, and
function of language in communication; And
 include one or more of the following:
 Language delay;
 dysfluency;
 Voice and articulation development, which
may or may not be organically or functionally based.
Special Education Companion 2002; Ministry of Education
4
B. Speech Impairment
A disorder in language
formulation that may be
associated with
A.
B.
C.
D.
neurological,
psychological,
physical, or
sensory factors;
 That involves perceptual motor aspects of
transmitting oral messages; and
 that may be characterized by impairment in
articulation, rhythm, and stress.
Special Education Companion 2002; Ministry of Education
5
In Simpler Terms….
Speech Disorders
Language Disorders
 Characterized by difficulty
with the physical
production of individual
speech sounds
 Also includes impairments
of voice and fluency
(stuttering)
 Problems with the
recognition and
understanding of
language, or
 In the ability to generate
well-organized,
meaningful and
grammatical sentences
6
Communication Disorders
Provincial Statistics
Communication Disorders
3% 1%
Language Disorder/Delay
26%
Articulation Disorder/Delay
45%
Language & Articulation Delay
Fluency
Voice
23%
From Ontario Association of Speech-Language Pathologists and Audiologists Committee
on School Services (December 2003)
7
Who is referred for Speech and
Language services?
A child who has speech or language challenges such as:
a)
b)
c)
d)
e)
f)
g)
Speaking clearly and articulating precisely
Understanding directions
Following a conversation
Understanding and retelling stories
Socializing with peers
Organizing ideas sequentially
Using appropriate vocabulary,
word order, grammar
8
Who is referred for Speech and
Language services? Continued
h) Speaking on topic
i) Speaking fluently
j) Learning sound skills
necessary to read and write
k) Unusual voice quality
l) Autism Spectrum Disorder
characteristics that might
indicate a future diagnosis
9
Referral & Consent Process
When a child demonstrates challenges in speech
or language, the teacher:
 Discusses the student with the SPST
who seeks input from:
- The parents
- The School Team
- Perhaps the Affiliate Team
 If it is determined that the Speech
and Language Pathologist should be consulted, permission is
sought from the parent/guardian
 The S-LP screens the student to determine the most
appropriate method of service delivery
10
Why Speech and Language at School?
Language is the medium through which teachers
instruct and students learn
Approximately 10% of school-age children have
speech and language delays
or disorders
Effective communication skills:
– Supports students in accessing
the curriculum
– Improves social interaction skills
– Enhances participation in learning
S-LPs assist teachers in understanding the oral
language needs of students and the relationship
between listening, speaking, reading, and writing
11
Roles: Speech & Language Pathologist
1. Speech and Language Pathologists:
 Are professionals whose practice is controlled in Ontario
by the Regulated Health Professions Act
 Are members of the multidisciplinary Affiliate who spend
their time in:
10% Committees
- Consultation
- Assessment
25% Direct Support
- Direct Support Supervision 15%
- Supervision
- Committee Work
Consultation 25%
25% Assessment
12
Roles: Communication Assistants
2. Communication Assistants:
– Are Educational Assistants working under the
direct supervision of Speech and Language
Pathologists
– Spend 100% of their time
providing direct service to students
– Prepare resources for student
learning
– Assist the Speech Language Pathologists in
communicating home activities for practise
13
Early Intervention
The optimal time for language
intervention is during the early years
Priority is given to students from
Junior Kindergarten through to grade 3
Consultation, monitoring, assessment,
and direct services are provided to
students in grades JK through 3,
as deemed appropriate by the S-LP
Consultation, monitoring, and
assessment services are provided to students with
communication needs in grades 4 through 8, as
deemed appropriate by the S-LP
14
Speech and Language Services
Assessment
Determine the need and
type of intervention
Short term intervention
Liaise with other
professionals and the
community
15
Speech and Language Services
A. Consultation with classroom teachers
and SPST’s to:
– Suggest modification and/or
accommodation for curriculum
expectations and assessment
– Assistance in the development
of student IEP
– Demonstrating specific strategies
B. Interpreting the implications of the students needs
in communication and oral language by:
– Providing teaching and learning strategies
– Demonstrating the use of current technology
C. Periodic updates regarding student progress
16
Speech and Language Services
D. Assisting parents to support the
development of the student’s
communication skills:
-
at home
in the community
E. Interpreting
recommendations
from reports
17
Success Indicators
 Increased access to the
curriculum
 Significant gains in reading skills
 Improved understanding and use
of vocabulary and grammar
 Improvements in basic concept acquisition
 Meaningful improvements in adaptive behaviour
 Improved articulation and clarity of speech
 Improved understanding of classroom instructions
 Improved questioning and problem solving skills
18
Community Liaison & Partners
Community Care Access Centre CCAC
Thames Valley Children’s Centre TVCC
Child and Parent Resource Institute CPRI
Thames Valley Neighborhood Early Intervention
Learning Program TV/NELP
Tyke Talk
TVCC Autism Services
19
Professional Development
Opportunities For Staff and Parents
Sessions led by
Speech and Language Pathologists
 Articulation training sessions for parents
 The Communication-Behaviour Link
 Facilitating Language Development in the Primary
Years
 Developing Phonological Awareness Skills to Support
Emergent Literacy
 Using Visual Supports to Enhance Communication
Skills for Students with ASD
 Learning Characteristics of Students with ASD
 Early Warning Signs for School-age Children with
Speech and Language Needs
 Emergent Literacy Skill Training for Parents
 Using Boardmaker
20
References
 Special Education Companion,
Ministry of Education (2002)
 Education for All: The Report of the Expert Panel on
Literacy and Numeracy Instruction for Students with
Special Education Needs, Ministry of Education (2005)
 The IEP Companion, Ministry of Education (2004)
 The College of Speech-Language Pathologists and
Audiologists of Ontario (CASLPO) www.caslpo.com
 The Ontario Association of Speech-Language
Pathologists and Audiologists (OSLA) www.osla.ca
 Weber, K. & Bennett, S. Special Education in Ontario
Schools, 5th Edition (2004)
 Quill, Kathleen. Do-Watch-Listen-Say: Social and
Communication Intervention for Children with Autism
(2000)
21
22