Communication 4 Forever! Strategies for Preschool Teachers to Increase Communication Skills with...
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Communication 4 Forever! Strategies for Preschool Teachers to Increase Communication Skills with Students in Their Classrooms and Collaborate with Speech-
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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articulation stuttering social skills Phonological disorder
Selective mustism swallowing language dyslexia
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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/
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/development/chart/
http://www.asha.org/public/speech/development/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/Christ_YC0311.pdfhttp://www.naeyc.org/yc/files/yc/file/201203/Christ_YC0311.pdf
Kohnert, Kathy. (2013). Bilingual Language Development. On YouTube.
Retrieved from
https://www.youtube.com/watch?v=SNRqJo9niFYhttps://www.youtube.com/watch?v=SNRqJo9niFY
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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/periodicals/TheEarlyCatastrophe.pdf
http://www.aft.org//sites/default/files/periodicals/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/nchs-
infographic.aspxhttp://www.nidcd.nih.gov/tools/image-share/Pages/nchs-
infographic.aspx Schuleman, Jess. (2013). Cute articulation norms.
Retrieved from
http://figurativelyspeechingslp.blogspot.com/2013/09/cute-articulation-norms.html
http://figurativelyspeechingslp.blogspot.com/2013/09/cute-articulation-norms.html
Smith, S. (2010). Expanding Expression Tool. Retrieved from
http://www.expandingexpression.com/aboutus.html
http://www.expandingexpression.com/aboutus.html
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References Waltman, E. (2012). Coteaching differentiation.
Retrieved at
http://www.slideshare.net/ErinWaltman1/coteaching-differentiation-and-udl
http://www.slideshare.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.osers.memo.idea.htm
http://www.wrightslaw.com/info/lre.osers.memo.idea.htm