As a first grade teacher, what process would you follow if you had concerns about one of your student's speech development? What are some strategies you can implement should a language impairment be diagnosed?
What will be an ideal response?
As a first grade teacher, what process would you follow if you had concerns about one of your student's speech development? What are some strategies you can implement should a language impairment be diagnosed?
Answers will vary but should include these points:
• use a questionnaire or checklist to collect data on possible speech and language impairments and provide the data to the SLP; be sure you are not confusing typical speech development with serious articulation errors; consult with the SLP if uncertain
• should a language impairment be diagnosed, possible strategies are described on pages 278-281 of the textbook. Some examples include: make the environment conducive to the development of expressive and receptive language, thoroughly explain new vocabulary, embed new vocabulary across the curriculum, provide longer wait time for answers, and break multistep directions into smaller components.
• don't assume a child will outgrow the problem
• it is important for the teacher or specialist to speak clearly, use correct inflections, and provide a variety of words and sentences
• teach children with very limited spoken language how to orally read pictures as a language enhancement activity
• use storyboards and song boards with pictures illustrating language
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