11/28-School Language and Classroom Programs for Children with Language Impairments: Collaborating with Parents and School Personnel

Question 1

What are the rules in terms of students with disabilities according to FAPE? and what does this include?

Answer 1

• No matter what types of disabilities students have, they have the right to a free and appropriate public education (FAPE) that will support their language skills
• it includes both general and special education

Question 2

What has happened to special education services over the last decade? what is the key? and is was the philosophy?

Answer 2

• Special education services for students with disabilities changed over the past decade
• Key: access to general education via inclusion movement
• philosophy: students with disabilities included and supported in general education classroom

Question 3

What is the least restrictive environment?

Answer 3

the classroom

Question 4

What does inclusion decrease the use of?

Answer 4

separate curricula for students with speech language disorders and LD

Question 5

Research

What does Nelson 2010 caution of classroom-based services?

Answer 5

• Classroom-based services require careful planning and coordination to support some students while not disrupting others
• services need to be specific enough to meet students’ needs

Question 6

Research

What key principles does the No Child Left Behind Act specify and emphasize? (7 of them)

Answer 6

• Stronger accountability for students’ educational performance
• increase flexibility for states and school districts in use of federal funds
• Increased choices for parents of children from disadvantaged backgrounds
• scientifically-based, effective teaching methods
• SLPs collaborate and consult with classroom teachers
• emphasized reading, enhancing teacher quality, teaching English to English Language Learner students
• Increase school’s accountability requirements for academic and reading achievements of all students

Question 7

What are the most common models for inclusion of speech, language and special education instruction for students?

Answer 7

• consultation
• collaboration
• co-teaching

Question 8

What is Consultation?

Answer 8

sharing of expertise with others

Question 9

What is Collaboration?

Answer 9

• a form of working together and co-teaching with other school professionals
• providing instructions in the classroom or inclusively

Question 10

What is co-teaching?

Answer 10

sharing the responsibility for planning, teaching lessons, monitoring progress, & make decisions re:needed modifications

Question 11

For some special education students what is the least restrictive environment?

Answer 11

Resource room

Question 11

what is the itinerant model used for?

Answer 11

certain types of children who require less contact, less specific classroom instruction

Question 12

Research
What does Nippold (2011) “language Intervention in the Classroom: what it looks like” say about advantages of SLPs working in classrooms?

Answer 12

-well informed about curriculum
-Familiar with classroom textbooks
-sharing language expertise with teachers
-Ensuring students’ learning needs are met
(on exam!!!**)

Question 13

What is consultation? and what does this mean?

Answer 13

• Sharing of expertise with others
• indirect service delivery model; consultant (e.g., the SLP or special education teacher) does not work directly with students with special needs

Question 14

What happens with co-teaching or classroom-based teaching?

Answer 14

classroom teacher and SLP or special educator share responsibility for planning and teaching lessons, monitoring progress, make decisions re:needed modifications

Question 14

What do other models of collaboration include?

Answer 14

• classroom based complementary teaching
• supportive teaching
• pullout resource management
• self-contained programs (special day class)

Question 15

What do SLPs who collaborate with other professionals need?

Answer 15

• need good communication skills:
• effective listening
• acceptance of and respect for others
• ability to maintain focus

Question 16

Who is it especially crucial to have good communication with?

Answer 16

-good communication between parents, teachers, administrators, and special education personnel

Question 17

Research

What does Kaderavek (2011) state about what classroom collaboration should focus on (3 areas)?

Answer 17

1. increase student’s underlying skills
2. Facilitating student’s meta-awareness of processes required for successful completion of academic tasks (ie: keeping your background organized, knowing you need to bring stuff back the next day)
3. Modifying academic tasks and instructions to increase student’s academic success

Question 18

What are some successful strategies that can be implemented in the general education classrooms to support ENGLISH LANGUAGE LEARNER students?

Answer 18

• allowing longer wait response times
• pairing English Language Learner students with Bilingual peers who can assist
• contextualizing (connecting with learners previous knowledge)

Question 19

What are successful strategies a team can implement for general education classrooms to support students with SPECIAL NEEDS?

Answer 19

• time for communication between team members to discuss students’ progress and needed modifications
• team decisions about hat training is needed for co-teachers to successfully implement instructional plans
• professionals’ designing of a co-teaching plan to address student’s needs

Question 20

Why is it important for classroom teachers to work on listening skills with students? And how much of a students day is spent listening in the classroom?

Answer 20

• it improves specific instruction in listening and strategies for auditory comprehension
• students spend up to 90% of school day listening to teachers

Question 21

If teachers use strategies to enhance students’ attention skills who will benefit?

Answer 21

ELL students, monolingual and bilingual students with language impairments, and others

Question 22

When teachers and those who collaborate with them and “go the extra mile” what is the result?

Answer 22

• increase student’s self-esteem

- facilitates successful interactions with peers

Question 23

Research

What does Turnbull & Justice 2012 say about shy children and teacher attention?

Answer 23

• students have different temperaments
• Bold children initiate more and have more conversational opportunities than shy children
• teachers–make sure shy children are given opportunities to contribute verbally in class

Question 24

In the old days, what options did we have for children who had different needs?

Answer 24

-regular education in the classroom
OR
-special education with an IEP

Question 25

Research

What does Long, 2012 say in terms of what programs are being implemented now in public schools?

Answer 25

• Regular Education Classroom (tier 1)
• Non categorical, nonspecial ed interventions (after school math and/or reading academy; REWARDS reading program, etc) (tier 2)
• Special Ed–IEP (tier 3)

Question 26

Research

Because of No Child Left Behind and IDEA 2004, what is emphasized?

Answer 26

-IDEA 2004, especially emphasizes intervention for reading in early grades to prevent problems later on

Question 27

Research

What does Nelson 2010 suggest about what % of students should be in what programs?

Answer 27

• 80% of students: core instruction in classroom
• 15% targeted small group, specialized instruction, or RtI
• 5% special ed/IEPs

Question 28

What is good news for us and the students because of the implementation of RtI?

Answer 28

-RtI can be very helpful in decreasing special education caseloads

Question 29

Research
What does Diane Blevins, 2011 CSHA Los Angeles say about what is going on in Santa Ana with their preschoolers and at risk kids?

Answer 29

• Santa Ana had a deluge of “at risk” preschoolers referred for assessment and probable intervention
• Many were ELLs; almost all were low SES
• It would have cost $2 million to hire enough SLPs to serve all these children
• She implemented RtI:
• Preschoolers at risk for language difficulties seen by SLPAs for 1 year, got language support
• At year end, approximately 95% of children functioning well, no longer “at risk” –did not need special ed testing;
• 5% IEPs

Question 30

Research

What does O’Neil-Pirozzi (2009) show is feasible?

Answer 30

-it is feasible for parents to benefit from language based group intervention while residing in family homeless shelters

Question 31

Who benefits when successful collaboration between parents and school teams takes place?

Answer 31

All students benefit–including and especially those who are ELL and those who have special needs