LITERATURE REVIEW The SLP is becoming a growing and dynamic career field that is suited for the classroom
The SLP is becoming a growing and dynamic career field that is suited for the classroom, supporting the classroom teacher. Jones 2009 Attitudes of K-12 School Administrators Toward Speech-Language Programs in Public Schools lends much aide in gauging the significance of the SLP to the classroom. ..responses indicate that administrators at all professional levels reveal an overall consensus that speech-language pathologists impact student success. (Jones,2009). A review of the literature for this study will encompass- how communication disorders affects education, common speech disorders and student behaviours, and the roles and responsibilities of the SLP in the classroom.
The job of the school based Speech Language Pathologist (SLP) is essential to helping children become effective communicators and decision makers. When planning lessons teachers are encouraged to teach and plan for the “whole child”. Their responsibility is essential school wide as the professional assists bring together different parts that make the daily operation of a school possible. Through aspect taking on leadership roles and collaborating they assist in meeting student’s needs and in ensuring delivery of appropriate services.
What are the Educational Implications of Communication Disorders?
Various problems with speech are developmental relative to physiological, therefore remedial instruction shows better response. Language experiences are mainly vital to the development of a young child. Previously, it was customary to remove students with communication disorders from the regular class for individual therapy sessions. In severe instances This is still applies in some cases, but more popular is a move toward keeping the child in the mainstream as much as possible. The consistent work among the teacher, speech and language therapist, audiologist, and
parents is essential to accomplish this goal. Speech improvement and correction are incorporated into the regular classroom program of study and the child’s natural environment.
Teachers aid in identification and referral by keenly watching out for the following behaviours in students, the following are just a few, as defined by KidsHealth regarding Speech disorders a summation of the terms follow.
Stuttering and Cluttering are issues that obstruct easy flow of speech and makes it difficult for a person’s to understood. People who stutter often hold a single sound for a long time (as in looove) or. repeat the first part of a word (as in mo-mo-mommy). Like stuttering, cluttering affects the fluent flow of a person’s speech. The difference between each is that one is a language disorder- cluttering, while stuttering is a speech disorder. A person who stutters has difficulty getting out what they want to say, and a person who clutters says what they are thinking but maybe confused while trying to express themselves.
Articulation disorders envelop an extensive range of mistakes individuals make while speaking. Substituting a “y” for an “l” (“yake” for “lake”), omitting sounds (“cool” for “school”), or adding sounds to words (“lyellow” for “yellow”) are instances of articulation inaccuracies.
Lisping refers to specific substitution involving the letters “s” and “z.” A person who lisps replaces those sounds with “th.”
Apraxia (dyspraxia), also known as oral-motor speech disorder, is a complexity with motor coordination. The person with this speech problem has complications moving the muscles and structures that are needed to make speech sounds into words.?
Teachers encounter these instances in students every day. They sometimes must change plans to correct impolite students who mimic students with speech-language disorders. Students on the other hand are timid to respond to question and read aloud because they know all too well that what they speak is not the norm for others. This reaction to in-class and daily activities makes road block that hamper learning.
The following tips are helpful to teachers when recognizing language delays –some behaviors to be appear of in the classroom:
Inattentiveness- during class assignment instructions,
Difficulty with sequencing- daily routines and when expressing on paper
Trouble expressing ideas to other students during work or playtime, where other children are communicating unhappiness with the child’s communication style.
Excessive forgetfulness – even when it is important to recall valuable information
Lack of communication- with adults or with peers, which can often be misunderstood as natural quietness but withdrawn
Lack of progress on instructional assessments, particularly in areas of placing events in a series, remembering details.
Withdrawal or exclusion student keeps away from group activities and any interaction with others
Self-expressed frustration with school tasks the thought that things must always be done right and in a particular manner.
The roles and responsibilities of the school based SLP is important to know, this helps to define job boundaries as to the teachers responsibility. According to ASHA (American Speech-Language Hearing Association) there are four categories of responsibilities – critical roles, range of responsibilities, collaboration and leadership. The following summarizes each of these roles and some responsibilities.
The Critical Roles-of the SLPs integrates them as necessary members of school faculties having essential roles in educational process. The job is immense as planning and execution bring the following expectations daily: working across all levels, serving a range of disorders ensuring educational relevance providing unique contributions to curriculum.
The Range of Responsibilities-SLPs help students meet the standards of a particular school district. In the course of prevention, ongoing assessments and intervention the SLP helps to advance school status and advancement of programs and services offered to the community.
Prevention SLPs participates in important engaging roles in efforts to avoid academic failure; be team member of intervention plans or the employ evidence-based practice (EBP) in prevention approaches. Continuous assessment is executed in partnership with others that help to identify students with communication disorders as well as to inform instruction and intervention. SLPs provide intervention that is age appropriate and learning requirement of each student.
The aspects of program design, compliance and data collection and analysis are vital to that of compliance with governmental standards. Are another set of duties that makes this job wholesome.
In Program Design- it is essential that SLPs put together school wide programs that make use of a continuum of service delivery models in the least restrictive environment for students with disabilities, and that they provide students appropriate services. Next, data collection and analysis, helps to make one an accountable for student outcomes. The, data-based decision making, gathering and interpreting data with individual students, as well as overall program evaluation are essential responsibilities. Then compliance states that are responsible for meeting governmental mandates as well as local policies in execution of their duties. Activities may include the development of student Individualized Education Program (IEP), report writing, and treatment plan or therapy log development.
The idea of collaboration set the professional to work in partnership with others to meet students’ needs. They must set engagement with other school professionals and with universities, community, families, and students as they prepare to transition
As a leadership function-SLPs provide direction in defining their roles and responsibilities and in ensuring delivery of appropriate services to students. They must advocate for appropriate programs and services for children and adolescents, including reasonable workloads, professional development opportunities and other program supports.
Then experienced SLP provide supervision and plays the role of adviser- a very important task of in training and supervising new qualified staff. Also the experienced SLP plans professional development and parent workshops to assist and share current resources and strategies to aid at improving the performance of students. During parent training session’s current information is given to help at home to make thus opening a dialogue for school to home.