• Special Education - Shanna Schillinger

    Students who receive Resource Room support and instruction have an Individualized Education Program, which enables them to receive specialized instruction in specific areas, such as math, reading, spelling and writing. Varied approaches are utilized to address different learning styles and a mixture of individualized and small group instruction is used in order to develop positive attitudes in students towards school and themselves.

      
     

    Speech-Language Pathologist- Holly Gorman, M.S., CCC-SLP

     

    The speech/language program is available to students who need specialized instruction in the areas of articulation (speech production), language (comprehension and expression of concepts, vocabulary, and grammar), fluency, voice and pragmatics (social communication skills). 

    As a Speech-Language Pathologist, my job is to work with students to improve their overall communication skills.  As a speech-language pathologist working in the schools, I consider all aspects of communication as they relate to academics, each may have an impact on a student’s ability to learn and participate in school. I work with concerns in any of the following areas. 

    SPEECH: A child’s speech is developmental but it should be intelligible to their peers and adults. They should have good voice quality and should speak without stuttering.  Developmentally speaking we don’t expect a kindergarten student to speak perfectly, but by third grade, they should have acquired all of their sounds. The typical ages for speech sound development are:

    • By 3 years:  /p, b, t, d, n, m, h, w/
    • By 4 years: / k, g, f, v, y/
    • By 6 years: /ng, l/
    • By 7 years: /ch, sh, j, th/
    • By 8 years: /s, z, r, zh/

    LANGUAGE: Language skills can be broken down into three main areas---all of which are critical for success in school:

    Grammar—using the correct form of words, and putting the words in the right order.  For example: “Why him goed to the store?” versus “Why did he go to the store?”

    Vocabulary—the meaning of words.  A younger student with problems in vocabulary might have difficulty understanding and following directions.  An older student might have trouble understanding information that he hears in the classroom or reads in a book. 

    Pragmatics/Social Language—how we interact with others.  Areas of concern can include interrupting others, staying on the subject, answering questions or making comments inappropriately.

    WHAT TO DO IF YOU SUSPECT A PROBLEM

    Problems in any of the areas described above can affect your child’s learning.  If you think your child has a problem, talk to your classroom teacher. Since a teacher works with many children at once, they have a good perspective on what is “typical” behavior for that age group.  If you feel that there may be a problem, ask your teacher to follow up, or contact me, your Speech Language Pathologist.

     



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