ECSE Indicator Trainings After School Special Series Integrated Early Childhood Speech and Language...
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ECSE Indicator ECSE Indicator Trainings Trainings After School Special After School Special Series Series Integrated Early Childhood Speech and Language Services Sheryl Thormann Mary Joslin
Transcript of ECSE Indicator Trainings After School Special Series Integrated Early Childhood Speech and Language...
ECSE Indicator TrainingsECSE Indicator TrainingsAfter School Special SeriesAfter School Special Series
Integrated Early Childhood Speech and Language Services Sheryl Thormann
Mary Joslin
Welcome – Important Things to Welcome – Important Things to KnowKnow
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Today’s ObjectivesToday’s Objectives
Who is with us today?Who is with us today?
Least Restrictive Environment (LRE)
LRE for PreschoolLRE for Preschool
Age Appropriate Settings and Activities and ability to participate in extracurricular and non-academic activities with peers.
Source: State Sample IEP forms
LRELRE
DataData• Percentage of 3- to 21-Year Olds Served Under IDEA by Primary Disability Type:
• Data Source: October 1, 2013 Child Count
Primary Disability Percent
Specific Learning Disability 26.11%
Speech and Language Impairment 25.37%
Other Health Impairment 16.73%
Emotional Behavioral Disability 10.16%
Autism 8.35%
Cognitive Disability 6.98%
Significant Developmental Delay 3.39%
Hearing Impairment 1.40%
Orthopedic Impairment .79%
Visual Impairment .42%
Traumatic Brain Injury .30%
Deaf-Blind .01%
DataData• Percentage of 3- to 5-Year Olds Served Under IDEA by Primary Disability Type:
• Data Source: October 1, 2013 Child Count
Primary Disability Percent
Speech and Language Impairment 60.05%
Significant Developmental Delay 25.23%
Autism 5.42%
Other Health Impairment 4.39%
Orthopedic Impairment 1.16%
Cognitive Disability 1.13%
Hearing Impairment 1.13%
Emotional Behavioral Disability .81%
Visual Impairment .45%
Traumatic Brain Injury .15%
Specific Learning Disability .09%
Deaf-Blind .01%
Wisconsin TargetsWisconsin Targets
25%
32%
Service DeliveryService Delivery
Historically SLPs relied on pull-out models with an individual child or small groups.
Service DeliveryService Delivery
• Due to changes in federal law, general philosophies, new research, and the shift in educational reforms, SLPs are using more inclusive service delivery methods including delivery of service directly within the general education classroom setting.
EvidenceEvidence
• Throneburg et al., 2000
• McNulty and Gloeckler (2011)
• Throneburg and Davidson (2002)
Service DeliveryService Delivery
• Additional supports in the classroom now include the use of the following:– Instructional strategies based on Universal Design
for Learning (UDL)– Targeted interventions/intervention systems– Accommodations– Assistive technology
Service DeliveryService Delivery
Current data from schools that show high performance for students with disabilities, including SL, utilize effective inclusion strategies and support systems in the general education setting.
Service DeliveryService Delivery
“The goal of introducing alternative models of service delivery is not to eliminate pullout services, rather, the goal is restriction of the use of pullout services to appropriate cases and the provision of alternative approaches when they best serve student’s needs.”– (Sanger et al., 1995)
Our PurposeOur Purpose
Fix? OR Support?
Measurable Annual GoalsMeasurable Annual Goals
34 C.F.R. §300.320(a)(2)(i); Wis. Stat. §115.787(2)(b)
……to enable the child to be involved in and make progress in the general education curriculum ……
Service DeliveryService Delivery
http://fpg.unc.edu/resources/administrators-guide-preschool-inclusion
& Coaching
Case StudyCase Study
RaelynRaelyn
At home, Raelyn responds to her name and follows routine, 1-step directions like “Get your shoes.” or “Clean up.” Raelyn enjoys books and will look at and occasionally name the pictures and turn the pages. Raelyn is understood most of the time by familiar adults. She uses words to name items like clothes, food, and toys, to express possession (“mine”), to greet (“hi,” “bye”), and describe (“hot”). To get attention, Raelyn will call “Mama” or scream.
RaelynRaelyn
Raelyn currently substitutes me/I, uses approximately 50+ words, combines some words in phrases, omits age-expected grammatic structures, and responds to some “What, Where” questions. She is able to label the following photos: tar/car, boo/book, boots, a ball, teys/keys. Raelyn currently can be difficult to understand in connected speech. She omits some final consonants and substitutes t/k and d/g.
Raelyn-Goal 1Raelyn-Goal 1
Raelyn will increase her expressive language skills to a level that enables her to communicate and interact with peers and adults with at least 80% accuracy (8 of 10 opportunities).
Raelyn-Goal 2Raelyn-Goal 2
Raelyn will increase her speech sound production skills to a level that enables unfamiliar listeners to understand her with 80% accuracy (8 of 10 utterances).
How might we get there?How might we get there?
Raelyn will increase her expressive language skills to a level that enables her to communicate and interact with peers and adults with at least 80% accuracy (8 of 10 opportunities).
• (1) refer to herself with “I” and/or “Raelyn”
• (2) name objects and pictures in a variety of categories
• (3) combine 3+ words to tell action, describe or tell location
• (4) use /-ing/ and possessive/plural /s/ (“cat’s, cats”)
• (5) respond to simple “Yes-No, What, Who, Where” questions about objects and pictures
How might we get there?How might we get there?
Raelyn will increase her speech sound production skills to a level that enables unfamiliar listeners to understand her with 80% accuracy (8 of 10 utterances).
• (1) produce final consonants in single words
• (2) produce final consonants in words in short phrases
• (3) produce /k, g/ in the initial position of words
• (4) produce /k, g/ in the initial position of words in short phrases
Service Delivery Location?Service Delivery Location?
Community examplesCommunity examples
Patty Samosky S/L Highland View [email protected]
414 423-2750 ext 2223
Chris Hambuch-BoyleFormerly Eau Claire Area School DistrictCESA 10 and 11 EC Program [email protected]
PollPoll
• Student/Workplace/SLP Brandel and Loeb (2011)
Other factors
Questions, Comments, Questions, Comments, Feedback Feedback
Contact UsContact Us
Sheryl ThormannDPI Education ConsultantSpeech and Language [email protected]
Mary JoslinPreschool Environments [email protected]
CESA EC Program Support Teacher List
Resources in WisconsinResources in Wisconsin
• CESA Program Support Teachers• DPI Speech and Language Webpage• Early Childhood Least Restrictive Environment• A Thinking Guide to Inclusive Child Care• Collaborating Partners
