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Snowing Good Speech Sleigh candle wreath gift reindeer apple cider fireplace dream North Pole jingle penguins winter January December February snowflakes skiing blizzard resolution thermos shovel fun Martin Luther King valentine celebrate kinara red cherry cabin George Washington love heart Number 247 Speech Practice at Home by Kevin Stuckey, M.Ed., CCC-SLP and Julie A. Daymut, M.A., CCC-SLP Good communication depends on good articulation skills. Articulation refers to the production of speech sounds. When a child has difficulty producing specific sounds, speech intelligibility decreases, and the listener may not understand the child’s intended message. A speech-language pathologist (SLP) works with a child to help him/her produce sounds correctly. They may work on individual sounds in isolation or sounds in syllables, words, phrases, or sentences. The ultimate goal is to help a child correctly produce speech sounds spontaneously at the conversational level. The SLP may send practice work home for the parents to complete with their child. Homework activities provide opportunities for a child to practice speech in a more natural environment with the encouragement and support of family. Following is a list of homework suggestions so that a child may practice speech in everyday situations and environments. Incorporate these simple suggestions at home to help your child practice speech sounds in a functional way. Be sure to follow the guidance of the SLP that is working with your child when implementing these—and any other—practice exercises. Homework Suggestions – Word/Phrase/Sentence Level Activities: 1. Practice your /l/ words 25 times while getting dressed for school. 2. Practice your /r/ phrases 25 times on your way to school or on your way home. 3. Practice your /s/ sentences while shopping at the grocery store with your parent(s). 4. Practice your for five minutes before or after dinner. 5. Practice your 25 times before turning off the light to go to bed. 6. Practice your with a brother/sister for five minutes. 7. Practice your words while taking a bath. 8. Practice your during commercials of one TV show. 9. Practice your 25 times before or after playing video games. 10. Practice your 25 times before brushing your teeth. 11. Practice your while riding your bike. 12. Practice your while cleaning your room/picking up toys. 13. Practice your while your family cooks dinner. 14. Practice your as you walk to the corner and back. 15. Practice your for five minutes while riding in the car. Practicing Speech with Your Child Helpful Products The list of Super Duper® products below may be helpful when working with children who have special needs. Visit www.superduperinc.com and type in the item name or number in our search engine. Click the links below to see the product description. Webber’s® Jumbo Artic Drill BookItem #BK-233 Word FLIPS®Item #BK-318 Interactive Sing-Along Big Books Set 3 Item #TPX-18421 Turn & Talk® Early SoundsItem #BK-350 Web Sites and InformationHere are some web sites to visit as well as informative articles to read about a variety of speech and language issues. Download 12_super_ideas_speech.pdf Download speech_placement_cues.pdf http://www.quia.com/pages/havefun.html http://www.funbrain.com/idioms/ http://www.eduplace.com/tales/ http://www.beritsbest.com/ (this site lists many others that have great activities) In order for me to meet your child's IEP goals, there are several major changes in the Speech and Impaired Program that has been in effect since 2007: In 2004, IDEA (Individuals with Disabilities Educational Act) was reauthorized. In November of, 2007, the state of North Carolina passed new guidelines for serving students with disabilities under IDEA. A major change is in the area of speech and language. The new guidelines now state that the impairment must have an adverse effect on academic performance for eligibility. Therefore, a student must be struggling in an academic area as a result of their speech and/or language problem. If a student does not have academic difficulties, they will not be eligible for services despite a present speech and/or language disorder. Teachers will be asked for evidence supporting academic difficulties by samples of work, grades, and state/local test results. Teachers and parents wanting to refer a student for speech services must also complete academic interventions through the school assistance team process prior to a referral. Prior to November of 2007, the NC Guidelines for speech required that the impairment must have a negative impact on social,academic or vocational skills. Please visit the DPI website for NC Guidelines for Exceptional Children.  "Dream. Believe. Dare. Do.""All our dreams can come true if we just have the courage to pursue them." -Walt Disney |
