LITMIR.BIZ

Скачать книгу

accurately within ⅛ inch of the line independently.

      • STG 1: Richard will use scissors to cut along the curved line within 1 inch from the line 100% of the time.

      • STG 2: Richard will use scissors to cut along the curved line within ½ inch from the line 100% of the time.

      • STG 3: Richard will use scissors to cut along the curved line within ¼ inch from the line 100% of the time.

      Data is collected on goals in most districts on a quarterly basis, just as progress reports are. The timing is near the school’s quarterly report cards. Therapists, teachers, and those collecting data make notes in the student’s record how she is progressing toward every IEP goal at that time. You may view this data and ask questions about your student.

      What Is Language?

      What Is a Speech-Language Pathologist?

      Language is much more than having the ability to speak. If we think of sign language, there is a beautiful flowing rhythm with facial expressions and body movements. Our verbal language is the same. We use gestures, facial expressions, vocal tones, eye contact, body movements (such as pointing and hand position) to communicate ideas and thoughts. When a child struggles with social communication deficits, language/speech delays, autism, strokes, neurological injuries, and many more; their social skills may suffer. To communicate with each other, we must understand taking turns, the appropriate way to get someone’s attention, body language, conversational turn-taking, facial expressions, sarcasm, idioms, eye contact, and intonation. All of these make up the pragmatics of speech.

      There can be delays in either receptive language (understanding), expressive language, or both. To complicate things even more, our language is full of idioms (it’s raining cats and dogs), homophones (hear and here), and sarcasm. Those who are developing typically can become frustrated!

      Speech-language pathologists (SLPs) are experts in the area of speech and communication and are vital members of the treatment team. They are part of the “related services” category – part b under the Individuals with Disabilities Education Act. SLPs have additional and specific training and certification in speech and language topics. They work in school settings to help with facilitation of functional communication. Many things are pre-cursers to communication and the SLP knows the steps to take to help students communicate effectively. Even non-verbal students need to have appropriate ways to make their needs known.

      The use of deep-breathing techniques, oral-motor training, group therapy, picture communication systems, and gesturing are all used by SLPs. Often times, the IEP may dictate that speech sessions are held in small groups. This is a wonderful way to work on communicating in a real-time functional setting. Bonds often form between students and confidence is built. This can be generalized to the classroom and at home.

      SLPs and the treatment team may suggest visual schedules, use of pictures to help the student to communicate, assistive technology (AT) devices (such as DynaVox ® units or communication boards) to help accommodate the student’s needs. Remember, these accommodations should be listed in the IEP or 504 plan and re-evaluated for appropriateness regularly.

      Annual and short-term objectives for a student in speech include:

      • Katrina will improve her language skills in ELA class as demonstrated by taking turns with a peer 80% of the time.

      • Michael will improve text organization through use of graphic organizers to compose narratives in 4/5 opportunities.

      • Tanisha will improve written expression for more effective participation in school.

      • Max will stay on topic for x amount of turns with a peer.

      • Marcie will use pronouns (I, we, his, etc.) in conversation 80% of the time.

      • Jennifer will ask for assistance from the teacher when needed in 4/5 opportunities.

      • Brant will re-tell a story with three or more details.

      • Jason will use strategies for improved reading comprehension as evidenced by his ability to make predictions, answer comprehension questions, and demonstrate appropriate reading phrasing in 5/6 opportunities across three consecutive sessions.

      Goals may include idioms, conversational skills, vocabulary, meeting basic needs in the classroom, and identifying emotions. Remember that school speech goals should relate to the school setting.

      What Is a Physical Therapist?

      Physical therapists are specifically trained in movement, muscles, functional performance, motor development, gross motor (large muscle group) function/ coordination, and positioning, among others. They are part of the “related services” category – part b in the Individuals with Disabilities Education Act.

      Sometimes students have difficulty maneuvering in school. They may have disabilities which are physical, such as those causing decreased muscle tone, mitochondrial disease, and many others. Some students require the help of a skilled therapist to modify their environment to transfer (move) from one area to another. The physical therapist can help to adapt the environment for access. Providing safe lifting and positioning are critical for safety and to prevent injury. Additionally, students may need customized equipment or ways to move from the classroom to the lunch area. If there are steps to navigate, the physical therapist can assist with the safe performance of these tasks. Seating and positioning difficulties beyond what can be helped by the special education and school staff are often areas when a skilled therapist is called in for evaluation.

      It’s important to remember that the student’s needs must be related to school issues and be provided in the most natural environment.

      Goals need to be functional and can include the training of other staff members to assist the student or to modify the environment.

      As with other therapists, reassessments and reviews must be done and notes will be taken each time the therapist works with the student or staff. Progress is documented and measured. Goals are written with frequency of services, location, duration, and 1:1 vs. consultative.

      Annual and short-term goals for physical therapists may include:

      • Mary will sit upright using an adaptive positioning device for 15 minutes 4/5 times during circle time as reported by the teacher.

      • Patti will transfer from her chair to circle time independently 5/5 times according to data collected by Ms. Josephs.

      • Nancy will navigate the hallway steps safely, without falling 100% of the time during transitions.

      What Is a Related Service?

      The IDEA states that related services can be any service that is developmental, corrective, and supportive. It includes any of the following: transportation, aides, language and speech, occupational or physical therapy, special strategies used for teaching, audiologists, social work, sign language, any supportive technological device, medical care, psychological assistance, recreation therapy, rehabilitative services/counseling, mobility, orientation services, and others. It is impossible to list every related service because every student is different, any service the student requires to meet her educational goals can be a related service. It is NOT appropriate for the school to state that they do not have funding for related service that the IEP team has deemed necessary.

      Upon entering kindergarten, my son required the supervision of a Registered Nurse on a 1:1 basis throughout the school day. He also required a 1:1 aide. As a team, we discussed that it would be ridiculous to have two adults following him around all day. The nurse agreed to receive training on how to cue him appropriately, how to provide transition assistance, and in behavioral techniques. She agreed to perform these duties with consultation and training from various professionals (OTs, special educators, psychologists, and guidance staff). Of course, the school district was happy as they did not have to fund an additional aide!

      The section of the IEP which contains the related services includes all of the ways the student’s areas of weakness will be addressed. It should be detailed. Remember, that a goal that states, “Joshua will meet with the reading specialist weekly”

Скачать книгу