Speech and Language Services

Building Inclusive Catholic Communities

Program DepartmentRevised July 2010

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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.

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Students With Communication Needs

The LDSCB is committed to meeting the needs of students with communication needs. 

1. To improve student communication skills2. To improve student learning3. To improve student social interaction skills

GOALS

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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

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B. Speech Impairment

A disorder in language formulation that may be associated with

A. neurological, B. psychological, C. physical, or D. 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

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In Simpler Terms….

Speech Disorders Characterized by

difficulty with the physical production of individual speech sounds

Also includes impairments of voice and fluency (stuttering)

Language Disorders

Problems with the recognition and understanding of language, or

In the ability to generate well-organized, meaningful and grammatical sentences

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Communication DisordersProvincial Statistics

Communication Disorders

45%

23%

26%

3%1%

Language Disorder/Delay

Articulation Disorder/Delay

Language & Articulation Delay

Fluency

Voice

From Ontario Association of Speech-Language Pathologists and Audiologists Committee on School Services (December 2003)

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Who is referred for Speech and Language services?

a) Speaking clearly and articulating precisely b) Understanding directionsc) Following a conversationd) Understanding and retelling storiese) Socializing with peersf) Organizing ideas sequentiallyg) Using appropriate vocabulary,

word order, grammar

A child who has speech or language challenges such as:

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Who is referred for Speech and Language services?

h) Speaking on topici) Speaking fluently j) Learning sound skills

necessary to read and write

k) Unusual voice qualityl) Autism Spectrum Disorder

characteristics that might indicate a future diagnosis

Continued

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Referral & Consent Process

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

When a child demonstrates challenges in speech or language, the teacher:

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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

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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: - Consultation - Assessment- Direct Support- Supervision - Committee Work

Consultation 25% 25% Assessment

25% Direct SupportSupervision 15%

10% Committees

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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

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Early InterventionThe optimal time for language

intervention is during the early yearsPriority is given to students from

Junior Kindergarten through to grade 3Consultation, 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

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Speech and Language Services

AssessmentDetermine the need and

type of interventionShort term interventionLiaise with other

professionals and the community

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Speech and Language ServicesA. 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

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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

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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

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Community Liaison & Partners

Community Care Access Centre CCACThames Valley Children’s Centre TVCCChild and Parent Resource Institute CPRIThames Valley Neighborhood Early

Intervention Learning Program TV/NELPTyke TalkTVCC Autism Services

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Professional Development Opportunities For Staff and Parents

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

Sessions led by Speech and Language Pathologists

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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)

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