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Speech in the Schools

More Fall Fun!

Published October 31, 2011 8:15 AM by Alexandra Streeter

I am happy to share some good news for those of you who have been following the Speech in the Schools Blog over the past year. Last October in a blog post I recommended a book called "The Spooky House of Horror" by Charles Fuge, Ian Craig and Ron Van der Meer. I felt horrible to discover that it was a collectors' item and now costs a lot! Well, I just checked on Amazon, and there are some cheaper copies, if any of you are interested.

So, let's move onto this October. I was excited to go on a field trip with our functional academics class last week.  We visited a farm/pumpkin patch, and of course I had to try to make it a language lesson. I can't say that I was 100 percent successful, but here are some of the ways I try to make field trips therapeutic!

  • Vocabulary! We have been doing a "farm theme" in the classroom for the last 2 months. I will admit it is slow going. It's difficult for some of our students to remember the names of animals, vehicles and the plants that grow on the farm. I had picked about 18 target words, and wanted the kids to be able to name the items and categorize them. I also wanted them to tell me mother and baby animal names. Although many of our students persist in calling piglets "piglings," they did love seeing them at the farm, and hopefully seeing them in person will help them remember the names. Meanwhile we keep trying!
  • Picture books! We took a digital camera and took tons of pictures. I try to make a book of what we did in sequence. "First, we got on the bus!" and, "Then we chose our pumpkin!" etc. It's fun to have a classroom book to help the kids remember and relate what they did on a field trip.
  • Pumpkins! As some of my fellow bloggers have discussed, there is so much we can do with pumpkins! We took our pumpkins back to school, and kept one for activity. We carved it (very carefully) discussing the attributes of a pumpkin. We took turns scooping out the flesh, and then separated the seeds. There was lots of negotiating involved with the scooping -- there's nothing like generating some frustration to work on expressive language! Finally we set aside the pumpkin seeds for roasting next week.


When it comes to working with cdirhlen or adults in the ELL or ESL populations, as a student studying Speech-Language pathology, I know this is one area  we all need to focus on, because everyone of us will encounter it some time in our professional careers. However, it is definately something I do not feel comfortable with right now. My current client, as a first semester clinician, is an ESL client. I had to do a lot of research and background searching just to feel comfortable meeting the client, let alone what to work on during our sessions. It's definately a learning experience, but I am glad I have been exposed to it so early on in my education.A startling statistic is that over 80% of certified speech-language pathologists do not feel they have the adequate training to provide services to ELL and ESL clients. Minority groups are growing at impressive rates, and like I mentioned before, it is almosted guaranteed that each and every one of us will be faced with providing services to these individuals. Workshops, continuing education, or classes during college courses can provide SLP's with information about ELL and ESL clients. We even need to do research on our own depending on where our clients are from, so we can be culturally competent in our service deliveries.  How can we deem ourselves proficient enough to provide services at all, if we are not proficient, or at least have background knowledge, in ALL areas?

Hajnalka Hajnalka, ypdsFYVOBzkxWv - AfKXmbXDLNjnzrcZrg, sKMRloZX June 14, 2012 4:06 AM

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About this Blog

    Speech in the Schools
    Occupation: School-based speech-language pathologists
    Setting: Traditional and specialized K-12 classrooms
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