Springall Academy Speech-Language Therapy
Students who have communication goals will participate in Springall’s Communication Program. They will have scheduled sessions with the communication teacher, and they might be seen individually or within a small, peer group setting. Most communication students have a session one or two times each week. Some of them will also have a communication session in their classroom (push-in), where the objective is to work in collaboration with the staff while implementing effective learning strategies and tools that coincide with the curriculum. The communication teacher strives to work closely with other paraprofessionals to help achieve students’ social and academic success.
We work on a lot of different skills in the program. Each student’s goals determine which skills will receive concentration. Skill areas in our Communication Program include but are not limited to: vocabulary and categories; grammar; creating stories; learning to describe and explain things students know; sequencing (learning how to put things in order, like relating a story or experience in linear/chronological order); problem-solving; conversation; teamwork and social thinking skills; speech sounds; stuttering reduction; organized thinking; and improved memory (especially via visualization, or learning make “memory pictures” in one’s mind).
WHAT STUDENTS CAN EXPECT
When students meet program goals, they are granted bonus sessions called “earned activity days,” when they get to pick the activity for the session themselves—this can be a game, a puzzle, or just talking with each other, going for a walk in the community, even shooting hoops or playing at the local park.
Students can expect the communication teacher to have a sense of humor and be willing to listen (when there is enough time, or even later if need be). Students can also expect her to be fun, yet strict, and to work with them to meet their full social and academic potential. The communication teacher will do her best to make the instruction worthwhile and personally meaningful for each of the students—letting them know that their efforts are appreciated, whether or not they get everything exactly correct. And, as described above, there will be incentives for students who try to meet program expectations. The communication teacher will help out if students are having a hard time communicating something; she will always try to see the student’s point of view.