Speech Language Pathologist Summary

On Friday, March 31st I observed Northside Elementary School in the Brookville school district. I watched in a separate speech therapy classroom for students who also require special education. There was only one student who attended each session and the only professional in the classroom was the speech language pathologist, Miss. Haag.

Black Deaf Students: A Model for Educational Success Williamson explores the types of environments that would be best for deaf black students. She is able to do this by taking all of the intersectionality’s that are variables in the success of deaf black individuals. She took the

It wasn’t until I start going to speech classes that I felt comfortable going to school. I went to my speech classes three times a week, one on one up until I was in 4th grade and then I began going with a small group of children. Schmitt also states that “Descriptive studies of current SLP practices indicate that over 75% of children with LI in the public schools receive pull-out therapy, regardless of age or language need” (p.35). My mother said that the speech program at my elementary school was extremely awesome. She said that it took a team to help me overcome my speech problem because the speech classes didn’t stop at school. When I came home from school she would also work with me. My mother and speech teacher wanted the best for me and they both wanted to ensure that I had a bright future. Having a disability such as a speech impairment has shaped my life because it engages in every aspect of my life such as articulation, reading and

Keaunna Knox has been a Speech-Language Pathologist (SLP) since 2007, and has worked ever since 2000 with children with special needs who had speech and language disorders. She began as an “Instructional/Speech Aide” at Pasadena Unified School District working with children with moderate and severe intellectual disabilities. All the students she worked with had speech and language disorders, and, since the Districts therapy was overloaded Keaunna implemented the communication goals she wrote. Based on that experience and many others, Keaunna decided to enroll at Cal State Los Angeles to pursue her professional career in teaching. She received her Master’s in Mild-Moderate Disabilities in Special Education from Cal State Los Angeles and a second

Darrow’s article was easy to read and focused on the importance of how to teach deaf students. Although I enjoyed reading it, the writer lacked to inform how students with hearing losses can differ and how this can

First, this book allowed me to see the negative way in which deaf people were perceived. This book is not old by any means, and I was taken aback by the way deaf children were perceived by not only others in the community, but often times by their own parents as well. The term

In this school they wanted for all the children to be oral by the time that they got to kindergarten and be ready for regular academics. (148) this was there second time with professionals that had their ideas of what a deaf child should be able to do. Lynn started school with a teacher named Ms. Taylor that began to teach the children so that they could recognize what they needed to be successful later on in their schooling. Dr. Barrington, a psychologist, taught a class to the parents of deaf children on how to read to them so that they understand. (175) this is where the Spradleys’ learned that the more they read to Lynn the better she would understand them and be able to lip read what they were saying. Lynn also went to the Starr school that they wanted to keep as an Oral school, so she had to learn to speak. (207) When going to a PTA Meeting for the school, this is when Louise and Tom saw a deaf couple signing to each other. This is when they met with Bill and Kim that taught them that Lynn could learn to sign and that it would be a good thing for them to learn also. In the first week Lynn could sign thirteen words that she had already knew and just did not have anything to go along with the word.

American Annals of the Deaf is an educational journal that is committed to providing educational experiences of high quality as well as related services for the deaf. This journal has been around for over 150 years, and over time they have been dedicated to making sure that children and adults who are deaf or hard of hearing are receiving quality assistance for their disability (NEED CITATION). In July 1996, they published a scholarly article in response to a survey Catherine Gillespie and Sandra Twardosz conducted about the literacy environment and different practices that children are receiving in a residential school for the deaf.

Fortunately, there are numerous resources available for people with disabilities that offer assistance and programs to meet their everyday needs. The Alabama Institute for Deaf and Blind serves as an educational resource for individuals who are deaf, blind, deaf-blind, and multi-disabled. I decided to research this agency because it has been referenced in my communicative disorders classes. As a future speech language pathologist, I want to learn about this agency and discover the programs it offers to help me with my future clients. The Alabama Institute for Deaf and Blind is relative to this course because as mentioned in the textbook and other course material, resources and programs that offer assistance to individuals with disabilities are essential to their successful futures. This agency is a means in which people who are deaf and blind can seek assistance to improve their skills of communication, and this is ultimately my goal as a speech language pathologist.

The Deaf Community in America: History in the Making by Melvia M. Nomeland and Ronald E. Nomeland is a book written to describe the changes the Deaf community, with a capital “D”, has encountered throughout time. The authors mention, “By using the capital ‘D’ to refer to a community of people who share a language and culture and the lower case ‘d’ to refer to the audiological condition of hearing loss” (Nomeland 3). In this book we are taken through a time line on how the Deaf community’s life changed socially and educationally allowing them to live normally.

Problem Statement: Unprepared ASLI/TiE impact the depth of Deaf or Hard-of-Hearing (DHH) students critical thinking and learning required in content contained in the CAS. A large majority of Colorado ASLI/TiE provide communication and learning accessibility services to the DHH student population. It is widely known in the general practitioner interpreting communities that

The bill mandates the establishment of a “Task Force on Assessments of Children Who Are Deaf or Hard of Hearing” consisting of a twelve-person, majority deaf committee of House and Senate legislators, parents of a deaf child with different linguistic modes, teachers of the deaf who specialize in different educational methods, a speech pathologist who works with deaf children, a representative of an organization advocating for rights for Deaf Oregonians, a representative from the Oregon Department of Education, and a school psychologist. The wording of the bill tasks the committee with the creation of standards by which the state can measure and remain accountable for the language acquisition of deaf children between birth and age five. This bill’s passing is a huge success for the LEAD-K organization and the larger National Association of the Deaf. It is an example of a governing body allowing the Deaf community to be the experts on their own experience and the experiences of future generations of Deaf individuals. Oregon is not the only state to pass such a bill; California passed a similar bill in 2015, Hawaii and

In 1880 there was an international conference of deaf educators. There were 164 members (142 of which were either British or Italian) representing eight different countries and were champions of both oral and manual methods. On one side was Alexander Graham Bell and his colleagues from around Europe supporting the oral methods and on the other side was Thomas Hopkins Gallaudet

In the beginning, Lang asserts in her article “Higher education for deaf students: Research priorities in the new millennium in” As a lecturer working in HE, identifying students with special needs, in particular hearing deficiencies, is of importance to ensure good teaching and learning experiences (as cited in Noble, 2010). The author makes a valid point. Professors need be educated more through their universities to be able to identify and accommodate these needs so that the deaf student will be successful in their classes. This is especially important since there is an increase in deaf students attending college than there have been in the past. This semester, we learned that higher education is important in obtaining our career goals. It is a valuable investment that will take us a long way. We must make these investments accessible and available to everyone, not just one particular group of people. The first things we are told to do is to do a self-assessment to see what type of job will best suit us in our journey to our career. If we are unable to make things accessible for the deaf and limit them in their options of careers, there is no reason for a deaf person to take this assessment. Also, employers need to be more open-minded in hiring deaf people and not so close-minded and afraid of interacting with

My essay topic is the language development of deaf infants and children. In my opinion, this is an important topic to discuss, due to the lack of public knowledge concerning the deaf population. Through this essay, I wish to present how a child is diagnosed as having a hearing loss (including early warning signs), options that parents have for their children once diagnosed (specifically in relation to education of language), common speech teaching methods used today, typical language development for these children, and some emotional, social, and mental difficulties faced by the deaf child and the child’s family that have an immense effect on the child’s education.