Showing posts with label classroom. Show all posts
Showing posts with label classroom. Show all posts
Wait...Orton...What????
I came across Orton-Gillingham during a field placement as an undergrad. The special education teacher was using Wilson with her small groups to help them build reading skills. Mind you--this was not something taught in my program but she opened my eyes to something I would keep in my teaching bag.
The Orton-Gillingham approach is a multi-sensory way of teaching reading, spelling, and writing skills to students who struggle with language-based learning difficulties, including dyslexia. Lessons focus on mastery of the smallest units of language first, including phonemes and graphemes, and then build to whole word, phrase and sentence level instruction.
Important to note: Orton-Gillingham refers to an instructional approach, not any particular program or curriculum.
A Quick History Lesson
The term “dyslexia” first appeared in texts in the early 1870s. The Orton-Gillingham approach has been in use for the past 80 years and is the oldest dyslexia-specific approach to remedial reading instruction. It was developed in the 1930s by neuro-psychiatrist Dr. Samuel Orton based on his work with children who struggled with language processing issues but were of normal intelligence.
Dr. Orton proposed a neurological basis for the problem and developed a series of activities that combined right and left brain functions, predicting it would positively impact the ability to read and spell.
Dr. Anna Gillingham focused her efforts on training teachers in the approach, creating materials and expanding the instruction to include essential features of the English language, such as prefixes, suffixes, and even spelling rules.
Encouraged by Dr. Orton, she compiled and published instructional materials as early as the 1930s which provided the foundation for student instruction and teacher training. This collaboration became known as the Orton-Gillingham Approach.
What is Orton Gillingham?
This is where there seems to be a communication gap between parents and schools. OG is not a program, course or curriculum. There is no official “Orton Gillingham certification” for teachers. Your child does not get pulled out of their classroom an hour a day and taken someplace else to learn OG.
So what is OG then? First, it’s usually called the Orton Gillingham Approach.
And that’s what it is–an approach or way of teaching.
Orton-Gillingham places an important emphasis on multi-sensory approaches to learning. But it is more than that.
Orton-Gillingham is a highly structured approach, that breaks down reading and spelling into letters and sounds, and then building on these skills over time. OG was the first approach to use multi-sensory teaching strategies to teach reading.
This means that educators use sight, sound, touch, and motor movement to help students connect and learn the concepts being taught.
This multi-sensory approach helps students understand the relationship between letters, sounds, and words.
For example, an OG teacher a student to learn a letter by:
- seeing it
- saying it out loud
- sounding it out
- singing it
- writing it with pen or pencil
- writing it with fingers in shaving cream or sand
- forming it with clay or play-doh
- making the letter with your body or blocks
What is dyslexia?
Dyslexia is the most commonly diagnosed reading disorder. Dyslexia is also found on a continuum of severity, ranging from mild characteristics of dyslexia to profound difficulty with reading and writing. In its most severe forms, it is a learning disability. In its mildest form, it may be a source of puzzlement, frustration or mild inconvenience.
Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.
As a result of this span of difficulty, the exact prevalence of dyslexia has yet to be definitively determined. It has been suggested that perhaps as many as 15% to 20% of the population as a whole have some of the symptoms of dyslexia (IDA, 2017).
Orton-Gillingham works because it enhances phonemic awareness in dyslexic individuals by examining common language patterns. Learners experiment with blending sounds, looking at letters and word parts in isolation and in various configurations, and studying language features, including diphthongs and silent letters.
The goal of Orton-Gillingham based instruction is to enable learners to decode words on their own and improve literacy skills in order to achieve their full potential at school.
Every state has its own special education legislation for the identification and special education support for students with a specific learning disability.
In Colorado, during the special education evaluation process, the team must document any characteristics of dyslexia. Be sure to look at your Department of Education--Special Education for what the team must do.
What the Orton-Gillingham Approach Can Teach Reading
The OG Approach can teach:
- Decoding: break words into their syllables and phonemes (the smallest unit of sound) to be able to read the word. Develops automaticity and fluency at the word level.
- Encoding: break down words orally into their syllables and phonemes to be able to spell the word.
However, an OG program requires supplemental programming to teach fluency and composition.
Can a Parent Teach Orton Gillingham?
Well, in the loosest form of OG, anyone can teach OG. All you need is a multi-sensory approach and you can say you’re OG. But just like too many behaviorists say they are using ABA (when they’re really not), OG is not for everyone either. This is where you have to be careful.
I’m not a BCBA, but I can reinforce ABA principles and activities at home with my son. I would say for most parents, you can reinforce tasks and lessons from school or at private tutoring. But unless you are a teacher or reading specialist, I would leave it to the experts.
Getting Orton Gillingham on your IEP
Want OG added to your IEP??? Ask the Team.
Ok, here’s where the troubles are, right? You asked for OG on your IEP, because it helps kids with dyslexia learn to read.
They said no. Ask for the progress monitoring data. So, what about trialing a change and getting back together in 30 days with data?
Have data??
Questions to ask:
- What is the data looking at? spelling (Encoding), reading (decoding)
- Is there improvement? How big?
- Ask the classroom teacher, what do they see?
- Ask the team, who is trained in which program? (Programs Accredited by IDA)
Fact is, many reading programs designed for students with dyslexia are based on the Orton Gillingham Approach. But the OG approach alone may not be enough to get them there.
Learning OG has been a wonderful and overwhelming journey but I have had students who are very successful with this approach and others who need a different approach to help them learn to read. It always comes back to the data.
Parents, always ask for it if the team doesn't bring it! Don't be afraid to push back on the team if they don't have it and ask questions about it and what it means for your child.
Chat soon,
Teacher Self Care Toolbox Ideas
May is the never ending month for me. I have less than 15 days to Summer Break and you’d think it’s 60. Mind you it’s not the only month I teach from the beginning to the end of the month without a day off. But by mid-May I’m fried! My students are fried! My team is fried! Hang tough--It's almost Summer Break. Try these on for size.
1. Do some deep breathing. Did you know you can trick your brain into thinking everything is fine (no need for those stress hormones, thank you very much!) with slow, deliberate breathing?
2. Reach out to your fellow teachers. Vent with your coworkers and hold each other accountable for your self-care contract.
3. Take a 15-minute timeout. Schedule your timeouts as periods during the day when you have no interruptions. Soon you’ll look forward to this mini-recharge.
4. Get moving! Even if you don’t have time for a formal exercise plan, you can see stress-relieving benefits from a minor activity like jumping jacks in your living room.
5. Get back to nature. Teachers don’t have a lot of time for long hikes or adventure trips, but being with nature can be as simple as taking walk or stopping by a park after work.
6. Disconnect from technology. Constant digital stimulation can increase your anxiety or sense that “you aren’t doing enough.” Plan some no-tech time.
7. Reflect on the little things. Think about all of the things for which you are grateful. Even when life is stormy, you can always find one bright moment to reflect on.
8. Nurture your artsy side. Artistic expression is one of the most therapeutic techniques for relieving stress. You might try drawing, painting, photography, or crafting.
9. Create a comfort kit. For those days when you’re feeling particularly defeated, a comfort kit reminds you that everything will be okay. It can include anything you love, from your favorite tea to a note from your BFF.
10. Pamper yourself. Set aside some time during the school year for something special. It could be a nice dinner, a manicure, or a weekend day trip, experiences that will help you refuel and recharge for the school days ahead.
During the day - small ways to stay grounded. Let’s be honest we know someone who has this in their desks:
- Tea
- Chocolate
- Protein boost (nuts, granola bar)
- Healthy snacks
- Stress ball
- Do a few yoga poses or stretches to get your blood moving
- Get out of the building for some fresh air and a change of scenery
- Take a mindful moment and pay attention to your breathing to center yourself
Get creative:
- Knit
- Quilt
- Draw
- Play air guitar
- Bake cookies
- Sing
Connect with others to fill your bucket:
- Share projects with fellow teachers
- Make positive phone calls to parents
- Spend time with loved ones
- Spend time with animals
- Give back to your community by volunteering
Need a positive:
- Keep a folder of kind notes or feedback from students and families
- Keep a notebook of inspirational quotes
- Record something positive each day in your journal
Chill Time:
- Watch a mindless TV show
- Take a hot bath
- Read
- Listen to music
- Meditate
- Take the scenic route home
- Eat chocolate
Get moving:
- Run
- Dance
- Yoga
- Crossfit
- Go for a walk
Everyone's self-care may look a little different, and there's no single way to take good care of yourself. Try some different strategies until you have a full toolbox: something that energizes you, something that helps you unwind, and something that helps you manage when you're having a hard time. Finally, encourage students to do the same. Self-care helps us be us. These suggestions from team help us--what works for your team? I can't wait to add more ideas to my toolbox.
Packing Up the Classroom Checklist
It will soon be time to pack up my classroom if you count 18 more school days as soon. I do! Over the summer, everything in my classroom is moved out into the hallway because they strip and wax our classroom floors. This means everything in the room needs to be boxed or stored. It still has me thinking about how long it takes to pack my classroom each year. I thought I would pass on some ideas that have worked for me. Some tips are for packing the room with an eye towards preparing ahead for September. If you are an experienced teacher, I am sure you know most or all of these tips. How helpful they are will also depend on how packed up your room needs to be at the end of the year. I envy those teachers that don't have to box up every little thing! This year we return the first week of August-ugh!
So, in no particular order, here are ten tips for packing up your classroom:
1. Before you pack up anything, take a picture of your room from different angles. Each year, I either draw a map or take pictures of my room and staple it to my bulletin board. I leave a nice note for the custodians asking them to please put my furniture back according to the map/pictures if they can. I then kindly thank them and tell them I hope they have a great summer. In the past fourteen years, I think only once has my room not been put back in perfect order. I would also suggest taking pictures of the different areas in your room so that you can see how you had it organized. Maybe I'm just getting old, but there have been many times where I think, "How in the world did this fit in there?" Having pictures helps!
2. Put all your desk things in one box labeled "DESK or OPEN FIRST." It makes putting your desk back together much easier and is really the first thing you should do when you get back. I know before I even walk in my classroom, there are a million and one papers waiting for me in the office. When I set up my desk first, I have a place to put all those papers. I also always make sure I put a dollar store box opener in this box. Then when I come back to set up for September, I am not scrambling to find something to open all my supply boxes that were delivered over the summer.
3. Copy all your first week papers before you leave for the summer. It's really nice to have those back-to-school activities ready to go. It's even nicer to not have to fight for time at the copier as all the other teachers are copying right before school starts. Then, store them in a file you know you will find in August! A couple of times I have completely forgotten I did this at the end of the year and recopied it all again in September. Yeah, not so much of a time saver that way! Now, I stick a note in my "DESK" box to remind me.
6. I used to shelve my textbooks by subject. I don’t have a class set but copies of each grade levels math text. I make sure all the copies we lent out are back. All the math books on the shelf, then all the science books, all the social studies books and so on. I also make sure of any material lent out come back for next year.
7. Organize your class library before you leave. Even though this is a job in my classroom, our class library does get out of order to some degree. This is a great activity for your friends at the end of the year. I take all the baskets out and we put them on their desks. Each friend has to make sure the books in the baskets match the genre or guided reading level before they can put it back on the shelf. While they do this, I have them keep an index card and write down any titles they haven't read yet but would like to. It organizes my library, and it gives my friends a head start on some summer reading suggestions.
8. If you didn't use it this year, seriously consider getting rid of it or passing it on to another teacher. I am so guilty of not doing this, but have gotten better about it the past few years. I had things like odd math manipulatives I never used, some weird writing paper that wasn't good for my friends, and a bunch of classroom decoration that I just never used or used at a younger grade level. Since I couldn't stand throwing out a lot of it, I put it in the teachers' lounge on a table with a sign that said, "FREE!" It was all gone within the day! Less clutter for me and hopefully helpful to someone else.
9. Painter's Tape is your friend! We have to label all the furniture in our room. For years I used regular masking tape which just seemed to bake on over the summer and was a monster to take off. I've started using that blue painter's tape, and it's been great. I just put a strip on any furniture that needs to be labeled and use a Sharpie to write my name and room number on it. Come August, it just peels right off with no sticky residue.
10. Label everything. You may think you will, but you won’t. Face it, the chances of you remembering what is in each box by the time you head back to school are slim to none if you do not label what is inside. Write down every single thing that goes in each container and you will find that it is not only easier to set up your classroom in the fall, it will be easier to keep it organized throughout the year and find it next spring. Choose sturdy labels that will not fall off in storage.
11. Enlist your students to help clean. As excited as you are about the last day of school, your students are about ten times more excited. They can hardly stay in their seats and concentrate. Focus that energy and turn it into something productive. Give students organizing, packing, and cleaning tasks around the room. Have them weed out useless pieces of crayons, empty glue sticks, and dried-out markers. Assign them to the classroom library where they check to make sure all of the books are in the correct bins. Let them wipe off the desks and chairs with sanitizing wipes. The classroom was theirs for an entire year too and it teaches them a valuable lesson about taking care of their space until the very end.
You have worked so hard this year to make learning fun, meet standards, complete all of the paperwork, and maintain your enthusiasm. Do not get overwhelmed with thoughts of cleaning up your classroom. When you have a plan, anything can be accomplished. Have a great summer!
Classroom Accommodations Ideas
If the student has difficulty learning by listening, then try…
Before the lesson:
- Pre-teach difficult vocabulary and concepts
- State the objective, providing a reason for listening
- Teach the mental activities involved in listening — mental note-taking, questioning, reviewing
- Provide study guides/worksheets
- Provide script of film
- Provide lecture outlines
During the lesson:
- Provide visuals via the board or overhead
- Use flash cards
- Have the student close his eyes and try to visualize the information
- Have the student take notes and use colored markers to highlight
- Teach the use of acronyms to help visualize lists (Roy G. Biv for the colors of the spectrum: red, orange, yellow, green, blue, indigo, violet)
- Give explanations in small, distinct steps
- Provide written as well as oral directions
- Have the student repeat directions
- When giving directions to the class, leave a pause between each step so student can carry out the process in his mind
- Shorten the listening time required
- Provide written and manipulative tasks
- Be concise with verbal information: "Jane, please sit." instead of "Jane, would you please sit down in your chair."
- If the student has difficulty expressing himself verbally, then try…
To accept an alternate form of information sharing, such as the following:
- Written report
- Artistic creation
- Exhibit or showcase
- Chart, graph, or table
- Photo essay
- Map
- Review of films
- Charade or pantomime
- Demonstration
- Taped report
- Ask questions requiring short answers
- Provide a prompt, such as beginning the sentence for the student or giving a picture cue
- Give the rules for class discussion (e.g., hand raising)
- Give points for oral contributions and preparing the student individually
- Teach the student to ask questions in class
- Specifically teach body and language expression
- Wait for students to respond — don't call on the first student to raise his hand
- First ask questions at the information level — giving facts and asking for facts back; then have the student break in gradually by speaking in smaller groups and then in larger groups
If the student has difficulty reading written material, then try…
- Find a text written at lower level
- Provide highlighted material
- Rewrite the student's text
- Tape the student's text
- Allow a peer or parent to read text aloud to student
- Shorten the amount of required reading
- Look for same content in another medium (movie, filmstrip, tape)
- Provide alternative methods for student to contribute to the group, such as role playing or dramatizing (oral reading should be optional)
- Allow extra time for reading
- Omit or shortening the reading required
- Substitute one-page summaries or study guides which identify key ideas and terms as the reading assignment
- Motivate the student, interesting him
- Provide questions before student reads a selection (include page and paragraph numbers)
- Put the main ideas of the text on index cards which can easily be organized in a file box and divided by chapters; pre-teaching vocabulary
- Type material for easier reading
- Use larger type
- Be more concrete-using pictures and manipulatives
- Reduce the amount of new ideas
- Provide experience before and after reading as a frame of reference for new concepts
- State the objective and relating it to previous experiences
- Help the student visualize what is read
If the student has difficulty writing legibly, then try…
- Use a format requiring little writing
- Multiple-choice
- Programmed material
- True/false
- Matching
- Use manipulatives such as letters from a Scrabble™ game or writing letters on small ceramic tiles
- Reduce or omit assignments requiring copying
- Encourage shared note-taking
- Allow the use of a tape recorder, a typewriter, or a computer
- Teach writing directly
- Trace letters or writing in clay
- Verbalize strokes on tape recorder
- Use a marker to space between words
- Tape the alphabet to student's desk
- Provide a wallet-size alphabet card
- Provide courses in graph analysis or calligraphy as a motivator
- Use graph paper to help space letters and numbers in math
- Use manuscript or lined ditto paper as a motivation technique (brainstorm the advantages of legibility with the class)
If the student has difficulty expressing himself in writing, then try…
Accepting alternate forms of reports:
- Oral reports
- Tape-recorded report
- Tape of an interview
- Collage, cartoon, or other art
- Maps
- Diorama, 3-D materials, showcase exhibits
- Photographic essay
- Panel discussion
- Mock debate
- Review of films and presentation of an appropriate one to the class
- Have the student dictate work to someone else (an older student, aide, or friend) and then copy it himself
- Allow more time
- Shorten the written assignment (preparing an outline or summary)
- Provide a sample of what the finished paper should look like to help him organize the parts of the assignment
- Provide practice using:
- Story starters
- Open-ended stories
- Oral responses (try some oral spelling tests)
If the student has difficulty spelling, then try…
- Dictate the work and then asking the student to repeat it (saying it in sequence may eliminate errors of omitted syllables)
- Avoid traditional spelling lists (determine lists from social needs and school area needs)
- Use mnemonic devices ("A is the first capital letter," "The capitol building has a dome")
- Teach short, easy words in context:
- On and on
- Right on!
- On account of
- Have students make flashcards and highlight the difficult spots on the word
- Give a recognition level spelling test (asking the student to circle correct word from three or four choices)
- Teach words by spelling patterns (teach "cake," "bake," "take," etc. in one lesson)
- Use the Language Master for drill
- Avoid penalizing for spelling errors
- Hang words from the ceiling during study time or posting them on the board or wall as constant visual cues
- Provide a tactile/kinesthetic aid for spelling (sandpaper letters to trace or a box filled with salt or cereal to write in)
This is just the tip of the iceberg of ideas to use in the classroom. What are your favorites?
February Pick 3 Pinterest Linky Party
The longest time without a break is going from know to Spring Break. I have to say these ideas I found from Pinterest I can't want to use in my class.
I have used Elkonin Boxes during guided reading but this idea to have it on the floor is something I have started for a couple of students who don't hear all the sounds in words with three sounds. My room is all carpet, so I used blue painter's tape. They love jumping for each sound. My hope is that I soon see it in their writing.
Be sure to pick up your freebie Language cards. Have a great week.
Language Disorder Accommodations
This year, I have a couple of students who have significant Expressive Language Disorders. In their case language skills almost 4 years behind their chronological ago. This makes it tough as these guys have begun to move into the intermediate grade. This is a list of things that I have share with classroom teachers so that they can keep in mind as they plan and incorporate into your classroom in a meaningful way.
Expressive language refers to the use of spoken language. A student with an expressive language disorder is unable to communicate thoughts, needs or wants at the same level or with the same complexity as his or her same-aged peers. Students with an expressive language disorder may understand most language but are unable to use this language in sentences. Difficulties with the pronunciation of words may or may not be present. Expressive language disorders are a broad category and often overlap with other disabilities or conditions.
These guys have difficulties with word-finding difficulties, limited vocabulary, overuse of non-specific words like “thing” or “stuff,” over reliance on stock phrases, and difficulty “coming to the point” of what they are trying to say.
Academic:
1. Modeling
When asked a question, a student with expressive language disorder may provide you with an incomplete sentence. If you were to ask what they saw at the zoo, the student may respond with "tiger." The best thing to do is to model back a full and correct sentence, such as "I saw a tiger." You do not have to have the students repeat the sentence; just hearing the words in the correct order will help.
2. Choices
When you are asking students with expressive language disorder questions, instead of asking them to form their own sentences, give them choices. Following our zoo example, instead of asking "what did you see at the zoo?" you might ask the student "did you see the lions or the tigers when you were at the zoo?" This takes the stress off of the student to make up their own sentence from scratch.
3. Visuals
Place visuals around your classroom to help remind students of words that they could use. Students with expressive language disorder have difficulties remembering words, so seeing them posted may help.
4. Slow down
This is for you and the student. When you are speaking, slow down and model good speech for the student. When the student is speaking, remind them to slow down and make sure that their sentences are complete. This should increase the students self monitoring skills.
5. Time
Let the student know if you are planning on calling on them. This will give them time to think of a response. When the student is talking, allow them the time that they need.
6. Accommodations
Students with expressive language disorder may require different accommodations. If your student is more comfortable with writing their assignments, or with verbalizing the answers, you should allow them to do this. Try things like word prediction software.
Implications for Instruction
Unfortunately students with expressive language disorder may only experience social problems because of they cannot effectively communicate their ideas and feelings. Here are some strategies you can use as a to help students with expressive language disorder.
1. Conversations
Students with expressive language disorder may need to be reminded to participate appropriately in conversations. Things like greeting people, answering and asking questions, starting or maintaining a conversation are all things that you may work on with your student.
2. Skills
There are certain communication skills that we may take for granted that a student with expressive language disorder may struggle with. Teaching these students to do things like read body language is important. Role playing can be used, or story telling.
Implications for Social and Emotional Well-being
Lakewood High School Lip Dub 2013 - Roar from Lakewood High School on Vimeo.
Expressive language refers to the use of spoken language. A student with an expressive language disorder is unable to communicate thoughts, needs or wants at the same level or with the same complexity as his or her same-aged peers. Students with an expressive language disorder may understand most language but are unable to use this language in sentences. Difficulties with the pronunciation of words may or may not be present. Expressive language disorders are a broad category and often overlap with other disabilities or conditions.
These guys have difficulties with word-finding difficulties, limited vocabulary, overuse of non-specific words like “thing” or “stuff,” over reliance on stock phrases, and difficulty “coming to the point” of what they are trying to say.
Academic:
1. Modeling
When asked a question, a student with expressive language disorder may provide you with an incomplete sentence. If you were to ask what they saw at the zoo, the student may respond with "tiger." The best thing to do is to model back a full and correct sentence, such as "I saw a tiger." You do not have to have the students repeat the sentence; just hearing the words in the correct order will help.
2. Choices
When you are asking students with expressive language disorder questions, instead of asking them to form their own sentences, give them choices. Following our zoo example, instead of asking "what did you see at the zoo?" you might ask the student "did you see the lions or the tigers when you were at the zoo?" This takes the stress off of the student to make up their own sentence from scratch.
3. Visuals
Place visuals around your classroom to help remind students of words that they could use. Students with expressive language disorder have difficulties remembering words, so seeing them posted may help.
4. Slow down
This is for you and the student. When you are speaking, slow down and model good speech for the student. When the student is speaking, remind them to slow down and make sure that their sentences are complete. This should increase the students self monitoring skills.
5. Time
Let the student know if you are planning on calling on them. This will give them time to think of a response. When the student is talking, allow them the time that they need.
6. Accommodations
Students with expressive language disorder may require different accommodations. If your student is more comfortable with writing their assignments, or with verbalizing the answers, you should allow them to do this. Try things like word prediction software.
Implications for Instruction
- Repeat back what the student has said, modelling the correct pronunciation, word form or sentence structure. It is unnecessary to ask the student to repeat the correct form after you; what is important is that the student hears the correct form.
- Provide the student with choices of correct grammar, sentence structure or word choice to help them process the correct form or word to use. For example: “Is it a giraffe or an elephant?”, “If it’s a boy, is it he or she?”
- Be patient when the student is speaking; not rushing a student who has expressive language difficulties will reduce frustration levels.
- Use visuals to support expressive language skills. Pictures or written cues can be used to prompt the student to use a longer utterance or initiate a phrase within a specific situation or activity.
- Help build the student’s vocabulary by creating opportunities for focusing on language processing skills, such as sorting and grouping, similarities and differences.
- Help students connect new words and information to pre-existing knowledge.
- Use visuals, symbols or photos to help students organize and communicate their thoughts.
- To facilitate students’ speech intelligibility and expressive language skills, encourage them to slow down while speaking and face their communication partner.
- Provide descriptive feedback for students when the message is not understood. For example: “You were talking too fast, I didn’t understand where you said you were going after school.” This will also improve the students self-monitoring skills.
- Meet with the student and parents early in the school year to discuss how the school can support the student’s needs. This could include finding out about: the student’s strengths, interests and areas of need successful communication strategies used at home or in the community that could also be used at school.
- Learn as much as you can about how expressive language affects learning and social and emotional well-being. Reading, asking questions and talking to a qualified speech-language pathologist will build your understanding and help you make decisions on how to support the student’s success in the classroom.
- Review any specialized assessments available, including the most recent speech-language report and the recommendations listed.
- Collaborate with the school and/or jurisdictional team to identify and coordinate any needed consultation, supports such as speech therapy, or augmentative communication and assessments.
Unfortunately students with expressive language disorder may only experience social problems because of they cannot effectively communicate their ideas and feelings. Here are some strategies you can use as a to help students with expressive language disorder.
1. Conversations
Students with expressive language disorder may need to be reminded to participate appropriately in conversations. Things like greeting people, answering and asking questions, starting or maintaining a conversation are all things that you may work on with your student.
2. Skills
There are certain communication skills that we may take for granted that a student with expressive language disorder may struggle with. Teaching these students to do things like read body language is important. Role playing can be used, or story telling.
Implications for Social and Emotional Well-being
- Engage the student and parents in planning for transitions between grade levels, different schools and out of school.
- The student may have difficulty with social and conversational skills. Teach the language to use in specific social communication situations, such as:
- greeting people and starting a conversation
- asking and answering questions
- asking for help or clarification.
- Explicitly teach social communication skills, such as how to read body language and expressions. Use direct instruction along with modelling, storytelling and role-play.
- Provide support in transitioning from one activity or place to another. Cues, routines and purposeful activity during transitions may be helpful so that the student clearly understands what to do.
Lakewood High School Lip Dub 2013 - Roar from Lakewood High School on Vimeo.
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