Martin,+Nancy,+Speech+and+Language+Impairment

=Welcome to Nancy's Wiki page!=

I hope you find some useful information!


 * > [[image:Nancy-globe.jpg width="360" height="482" align="center"]] ||
 * > In this picture I am pretending to be a Shakespearean actor on the stage of the Globe, in London, England, 2005. ||

//I'm a swing dance teacher, lover of poetry, and cellist in a touring band. I like to sing scat rhythms while I dance.// //Sometimes people give me funny looks, but it makes you dance better, so I just smile and keep on singing.//

//Education:// Ashland High School Graduate, 2004 (Ashland, OR) Aurehøj Amstadtsgymnasium Graduate, 2005 (Gentofte, Denmark) University of Puget Sound Music and English double major, Otis Chapman Honors Scholar, 2009 (Tacoma, WA) Southern Oregon University School of Education Masters Program, 2012 (Ashland, OR) //Experience:// **Writing Advisor** for Undergraduate and Graduate Students at the Center for Writing, Learning, and Teaching, at University of Puget Sound (2008-2009). **Educational Assistant** for 1st through 3rd grade Math and English at Helman Elementary School (2009-2011). **High School Creative Writing** coach/volunteer/grader at Ashland High School (2010-2011). **Cello Teacher**, Ashland, OR (2010-present). I currently co-teach Seventh grade English, and will be co-teaching Ninth grade Humanities and Junior and Senior Creative Writing in the spring.

While working with college writing students, swing dancers of all ages, first, second and third grade mathematicians and beginning writers, middle school writers and high school writers, I have come across all sorts of levels, stages of development, and learning styles. Teaching dance has made it clearer to me than anything else that different people need different types of lessons in order to learn well. When people walk out onto the dance floor, they bring all sorts of different skill levels and experiences with them. They are nervous, excited, and putting themselves in a potentially embarrassing situation. They trust that I won't make them look silly, and that I won't let them hurt themselves. I try to honor that trust by recognizing where each person is coming from, and by helping him move from where he is now to a higher level of skill and ability. However, you have to look silly while you're learning to dance. That's just part of it, so we have to create a dancing community where that's acceptable and expected. Teaching swing dancing also taught me the importance of bringing FUN into my classes. At first I had a hard time learning how to lead when I danced. Instructors would tell me to //pretend// I was a man, or //act// like I was strong and sturdy. That didn't mean much to me. Then someone told me to create a steady frame with my arm and my body by arranging it "like so..." and moving it "like this." I could handle being clear and decisive in my movements, and I could create the counter-balancing necessary. This experience helped me realize that telling someone to try to be something they are not is not going to help anyone learn. Set achievable, practical goals. That's what I try to do now.

I'm looking forward to gaining skills and collecting information that will help me reach more people and improve my teaching effectiveness.

**__Speech and Language Impairment__**
Speech and Language Impairment is fascinating to me because the process of speaking and learning language is so complicated. I've always been captivated by language: its reflection of culture, influence on thought, and simply the way words sound.

Language isn't restricted to verbal language, and all its different permutations could fill a thousand wikis. As a musician, I have often come across the description of music as a "universal language." While this is debatable and also could fill several wikis, this controversial idea is also part of what brought me to my study of speech and language impairment.

Definition of “Speech or Language Impairment” under IDEA
//The Individuals with Disabilities Education Act, or IDEA, defines the term “speech or language impairment” as follows://

 //“(11) Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.” [34 CFR §300.8(c)(11]//

//Retrieved March 5, 2012, from http://nichcy.org/disability/specific/speechlanguage.//

=Top Five Things I learned (in no specific order):=

explaining the differences between Speech and Language Impairment and **SLI (Specific Language Impairment).** I wasn’t aware of this narrower category, and I could see how I or other teachers might make assumption about the social skills or reading skills of students with SLI that would be unjust and detrimental to the student. || I was surprised to find that you can check to see if your child is acquiring language skills at an average rate : @http://www.asha.org/public/speech/development/chart.htm || The internet provides a community for people with learning disorders to connect in. On a YouTube video of a girl with ELD, the majority of the comments on the video were from people who said they had the same thing, or their children had the same thing || There are three types of lisps (also known as stigmatism): Lisps happen when the person is unable to create a certain speech sound. (Buzzle.com) || Studies have shown that the majority of children with Specific Language Impairment (SLI) do not experience a speech disorder. (disabled world) || I found this passage particularly helpful:
 * #1 || #2 || #3 || #4 || #5 ||
 * I was happy to discover that ldonline.org has information
 * //Interdental//: This occurs when the tongue comes in between the teeth at the time of speech.
 * //Lateral//: A wet sound is produced because air escapes from the sides of the tongue.
 * //Palatal//: This happens when the mid section of the tongue touches the soft palate.

“…specific language impairment does not involve global developmental delays; children with SLI function within the typical range in non-linguistic areas, such as nonverbal social interaction, play, and self-help skills (e.g., feeding and dressing themselves). Children with autism spectrum disorders have core impairments in social interaction and communication, including both nonverbal and verbal skills, as well as certain characteristic behaviors (e.g., repetitive movements, lack of pretend play, and inflexible adherence to routines) that are not found in youngsters with SLI.”

– Dr. Louise Spear-Swerling, (July 2006) Specific Language Impairment. Retrieved March 5, 2012, from ldonline.org

=Top Source: The website of well organized info=

This website clearly displays and explains the different types of Speech disorders: http://www.buzzle.com/articles/types-of-speech-disorders.html. It is similar to the textbook in that it clearly lays out the different names, descriptions, and possible causes for speech disorders, but it goes into more detail than the textbook does (without getting bogged down). It is organized with enough space between sections that it does not become visually overwhelming.

Bonus: Is it dysarthria or alcohol? This blog has a fascinating idea about the relationship between the two....

=Additional Resources:= = = Rating: 1 = least effective. 5 = most effective.

1) The website **Enhancing Success for Students in Higher Education** is a good resource for more than just Speech and Language Impairments. It lists simple and easy to implement accommodations for a number of learning disabilities, which can be viewed via link or as a scroll-through list. This is a good resource for teachers looking for ways to accommodate students with disabilities. The authors of the website, Dr. Susan Vogel and Dr. Steven R. Sligar have years of expertise in teaching and studying learning disabilities, and continue to be active in defending the rights of people with disabilities. The website uses positive language and images, and takes a strength-based approach that is welcoming, positive, and optimistic. This site is particularly appropriate for educators in secondary education, but may also be helpful to primary educators. It also has easy access to information about disability laws, and support strategies. URL: http://www.niu.edu/success/accommodations.shtml#speech Rating: 4

2) [|http://www.ldonline.org/] [|.]This is a broad database that allows you to search for specific disabilities within the database. Of the pages it brings up for Speech and Language Impairment, I recommend Rating: 5
 * 1) 1. Speech and Language. This is another website that links you to top articles about Speech and Language Impairment. It has the most recent information and has a number of rich links. Find it here: []. It also recommends great books for parents and teachers.
 * 2) 2. Specific Language Impairment. This is a great page, and digs deeper into the topic. It outlines the Specific Language Impairment and differentiates it from physically caused speech difficulties, and other learning disabilities such as autism.
 * 3) 3. General Information about Speech and Language Disorders. It is good for an introduction into the topic. It begins with a definition, moves into incidence and characteristics, and then ends with implications for education. It is not too wordy, and the information is accurate and helpful.

3) [] is the website for the American Speech and Language Association. It is aimed mainly at parents, and present guidelines for them to compare their children to, in order to determine whether their children are developing speech and language skills at a normal rate. The guidelines may also be helpful for beginning primary teachers who are unfamiliar with average speech and language expectations. The site also reassures parents by reminding them that children develop at different rates, so panicking because their child doesn’t match one guideline is probably unnecessary; however, if they are not matching up on many, a parent may want to consult a professional. Added plus: it’s also in Spanish. Rating: 4

4) []. This site begins with a day in the life of a Language Psychologist. As the narrative moves from one student to the next, the reader gets the idea of Speech and Language Impairment as something very related to people and process, and not just something you read about in a textbook. The page goes on to explain the elements involved in Speech and Language Impairment: Articulation, Fluency, Voice, and Language. Simple, clear definitions with links to further research. This page is part of a larger site, nichcy.org (National Dissemination Center for Children with Disabilities), which is a helpful resource for those interested in learning about other learning disabilities as well as Speech and Language Impairment. Rating: 5

5)@http://youtu.be/BnRNeDtme0g is a video of a 10 year old girl how has ELD (Expressive Language Disorder). It's helpful because if shows how her intelligence level is unaffected by her difficulty with speech. It has text that goes along with it that her mother added, explaining what she can and can't do. What is most fascinating to me about this video is the comment stream. The majority of the comments are from people who want to identify, relate, or sympathize. The number of people who write: "I have that too!" far outweighs any other comments. Rating: 3

6) @http://youtu.be/meJ4RCY2g_Y is a video that follows three young people who are dealing with their difficulties with stuttering. It shows real life struggles and triumphs. I think it is helpful to watch, because you get a sense of the struggles students have to go through, but you also see some positive outcomes. The video clip has the feeling of: their struggle is //our// struggle. You want them all to succeed, and you want to figure out how you can help. Rating: 4

7) Voices.com has lots of great, clear information on Speech and Language Disorders. Each subsection is linked to another page with more information about the specific disorder. This keeps the orignal page relatively clean, and keeps the main sections and ideas most visible. Rating: 5

8) The Handbook for Teaching Introductory Psychology (Handbook link) has some good examples of how to simulate language disabilities in class with your students (p. 175). It also has helpful information about the emotional/psychological aspect of having a learning disability. This is a PDF version. Since it is not an entire website devoted to the subject, but has some useful class activities, it receives a rating of 3.

9) disabled world is filled with readable information, and it goes into detail about the difference between speech and language, and common misconceptions about cross-over. It is not as easy to read as my top resource, which is well categorized, but it has a much better narrative flow, and is appropriate for those who like to do a lot of reading about a subject to get a feel for it (and perhaps don't know exactly what they're looking for yet). Rating: 4.5


 * Disability Community Based Learning Project**

For my CBL, I observed an IEP meeting where the Behavior Intervention Specialist, Special Education teacher, General Education teacher, and the parent of a middle school student were present. My description and reflects follow:

The meeting had a slightly informal feel, in that it began about 15 minutes late. However, once it started, it progressed quickly and efficiently, following a set agenda. The parent seemed slightly nervous about the process, but was friendly and happy to be there. Once all members had gathered, the Special Education teacher handed the parent an education magazine to peruse at a later point. Then the Special Education teacher asked the parent how the student seemed to be adapting to his new situation (he had recently moved into a new program designed for behavioral improvement). The Special Education teacher asked if the parent had observed changes in behavior, or improvements, or any kind of reactions to the transition. The parent gave feedback. Communication was easy going, with careful terminology that didn’t seem too removed, but was professional. A sign-in sheet was passed around, and everyone present (the three professionals, the parent, and two pre-service teachers) set his or her signature down to demonstrate attendance. The Special Education teacher was the main leader and speaker. She had the IEP form, and explained it carefully, page by page. We found out later that the meeting we attended was meant primarily to set up accommodations that will allow the teachers to implement accommodations to improve behavior goals, which will help determine whether the academic difficulties the student is facing are related to academic disability or behavioral issues. Most IEP’s, we were told, deal with academic issues. While working through the IEP papers, the Special Education teacher did a great job of explaining thoroughly and succinctly, stopping to ask if there were questions, and often showing specific parts of the paper to the parent to help clarify points, and show exactly what was happening on paper. She began by reviewing the boxes that were checked that showed the student’s current accommodations. Then she asked for more feedback and observations from the parent. Next she pointed out the student’s many strengths and affirmed the current progress, using specific examples for support. This created a pleasant and relaxed air among the team members, and affirmed that those gathered at the meeting were there because they wanted the best for the student. The Special Education teacher asked the parent questions about medication and discussed options for readmission into the general education classroom (this term was only used sometimes; at other times the more casual “longer day” or “full day” phrases were used). Next the Special Education teacher discussed testing and expectations, as well as possible interventions to implement upon the student’s return to general education classes. The Behavior Intervention Specialist clarified year-long plans, and continued listing accommodations. The Special Education teacher listed specific improvements and future goals, discussing why and how these certain goals will help.

All members commented positively on how “good news” phone calls and letters home made them all happy – the student most of all. Again, smiles broke out on all faces. The Special Education teacher continued with the paper work, relaying specific plans for assessment, and then writing new goals and a behavior contract. Next she asked for input from the parent, General Education teacher, and Behavior Intervention Specialist while answering the questions: “What are teachers doing to help right now?” “What are the student’s needs?” “How do teachers address this?” “What do you, as the parent, observe about the student’s behavior and emotional well-being?” “What is the progress so far?” “What are the goals?” and “What does the overall plan look like, and what will re-admittance to the general education classroom look like in the future?” The meeting ended with a review of the specific structure of the IEP, the accommodations that will be provided, future plans, and the continued use of a daily progress report. Encouragement to contact whenever desirable, and the invitation for questions concluded the meeting, and everyone present signed again.

Reflection
This seemed to be an example of the continuum of services, where the Special Education teacher picked a level of support and a plan to implement, and then explained why, with support from other staff. The parent mostly listened, but had many opportunities to give input and ask questions. The parent’s input was clearly valued, but I believe there was a little bit of a feeling that “these are all professionals saying somewhat scary and elevated things about my child. I think I understand it, and I want the best for my child. I’m pretty sure they do, too.” Several times, however, the barriers of teacher/ parent were broken down with smiles and direct appeals to the parent for input. The affirmations and praising of the student definitely kept the mood lighter. One thing I really appreciated was that the Special Education teacher mentioned the different diplomas the student may work towards, how the current accommodations can affect which ones are available, and how those diplomas affect college admissions. I would not want that to be a sudden surprise in high school. All of the school personnel did a good job of being professional, constructive, and positive. I was particularly impressed with the behavior of the Special Education teacher. She did not assume that the parent would know what school acronyms were, or that the parent would be familiar with the way teachers sometimes talk about students. She did not talk down to the parent at all, but instead spoke with clarity, detail, and empathy, explaining things thoroughly without letting it appear laborious. She had good eye contact, honored the input from the parent, and asked well framed questions of the two other school personnel, so that everything on the agenda was accomplished in a timely and thorough manner.