Communication 4 Forever!

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Communication 4 Forever!

• Strategies for Preschool Teachers to Increase
  Communication Skills with Students in Their
  Classrooms and Collaborate with Speech-Language
  Pathologists

Leslie Rainey, M.S., CCC-SLP
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Birth to One Year
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One to Two Years
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Two to Three Years
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Three to Four Years
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Four to Five Years
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When to Worry

• The Child has difficulty following directions.
• The Child has difficulty formulating sentences.
• The Child has weak vocabulary skills.
• The Child is difficult to understand.
• The Child has decreased social interactions.

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The Basics Do What You Do!
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The Basics Vocabulary

• Be explicit and intentional.
• Build on prior knowledge through questions and
  discussion.
• Make connections through questions and
  discussion.
• Offer definitions.
• MULTIPLE EXPOSURES and OPPORTUNITIES.
• MAKE IT REAL.

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The Basics Expanding

• Repeat a childs utterance in a grammatically
  correct format.

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The Basics Scaffolding

• Add information to a childs utterance with one
  or two words.

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The Basics Use Visuals

• Pictures
• Graphic Organizers
• Expanding Expression Tools

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dyslexia
stuttering
Selective mustism
Phonological disorder
swallowing
social skills
language
articulation
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Inclusion Co-Planning Ideas

• Email
• 5 minutes in the hall
• Teacher 1 shares plans with Teacher 2 and Teacher
  2 develops a plan based on Teacher 1s direction.
• Designated and protected plan time.
• Teacher 1 and Teacher 2 determine a theme and
  targets. Each develops on piece of plan.

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Trust me
Im a teacher!
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Inclusion Observer

• Teacher 1 gives instruction.
• Teacher 2 observes and takes data.
• Co-planned or Teacher 1 plans independently.

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Inclusion Drifter

• Teacher 1 gives instruction.
• Teacher 2 supports students within the classroom.
• Co-planned or Teacher 1 planned independently.

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Inclusion Parallel

• Teacher 1 gives instruction to a portion of the
  class.
• Teacher 2 gives the same instruction or lesson to
  the other portion of the class.
• Co-Planned.

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Inclusion Alternator

• Teacher 1 gives group instruction.
• Teacher 2 follows up with small group instruction.

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Inclusion Teaming

• Teacher 1 and Teacher 2 give instruction
  together.
• Co-Planned.

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Inclusion Stations

• Teacher 1 provides small group instruction.
• Teacher 2 provides small group instruction.
• Co-Planned.

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Your Challenge

• Let go of the fear.
• Work through your differences.
• Embrace what you can accomplish together.

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References

• American Speech Language and Hearing Association.
  (n.d.). Communication disorders prevalence and
  cost in the united states. Retrieved from
  https//owl.english.purdue.edu/owl/resource/560/10
  /
• American Speech Language and Hearing Association.
  (n.d.). How does your child hear and talk?
  Retrieved from http//www.asha.org/public/speech/d
  evelopment/chart/
• Christ, T. Want, X.C. (2012). Supporting
  preschoolers vocabulary learning Using a
  decision making model to select appropriate words
  and methods. Young Children, March, 74-80.
  http//www.naeyc.org/yc/files/yc/file/201203/Chris
  t_YC0311.pdf
• Kohnert, Kathy. (2013). Bilingual Language
  Development. On YouTube. Retrieved from
  https//www.youtube.com/watch?vSNRqJo9niFY

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References

• Hart, B. Risley, T.R. (2003). The early
  catastrophe The 30 million word age gap by 3.
  American Educator, Spring, 4-9.
  http//www.aft.org//sites/default/files/periodical
  s/TheEarlyCatastrophe.pdf
• U.S. Department of Health and Human Services.
  (2015). Nearly 1 in 12 children ages 317 has a
  disorder related to voice, speech, language, or
  swallowing infographic. Retrieved from
  http//www.nidcd.nih.gov/tools/image-share/Pages/n
  chs-infographic.aspx
• Schuleman, Jess. (2013). Cute articulation
  norms. Retrieved from http//figurativelyspeechin
  gslp.blogspot.com/2013/09/cute-articulation-norms.
  html
• Smith, S. (2010). Expanding Expression Tool.
  Retrieved from http//www.expandingexpression.com/
  aboutus.html

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References

• Waltman, E. (2012). Coteaching
  differentiation. Retrieved at http//www.slidesha
  re.net/ErinWaltman1/coteaching-differentiation-and
  -udl
• Wright, P.W.D. Wright, P.D. (2015). Questions
  and answers on least restrictive environment
  requirements of the IDEA. Wrights Law.
  Retrieved at http//www.wrightslaw.com/info/lre.os
  ers.memo.idea.htm