We wanted to share with you our Top 10 List of Speech Therapy Resources that have been downloaded from our SPEECH THERAPY MATERIALS PAGE over 10,000 times in the last year. We are sharing these valuable materials with our blog community for free!
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Understanding how to work with 10 year-old learners who have struggled with speech difficulties all of their lives. Learners have attended Speech Therapy but are now disillusioned with it and the approaches used.
Hi Donna, I agree with you. IT feels great to dismiss students who move through their goals at the typical pace. But then there are those students who are old enough to know they are progressing slowly or not at all and are frustrated. That is really where we earn our keep. A few years ago, if a student is speech-only (no other label). I started pulling them out of the groups and into individual therapy. This was especially effective with articulation where we needed TONS of repetitions to get the work done. I also have honest conversations with the student and reduced the goal to a single focus. I borrowed from the Hodson thinking on Cycles and only worked on, let’s say, initial /s/, until that was cleaned up. Then I rotated back onto /r/ or /l/ or the other /s/ positions. Dismissing a young teen is a huge victory when we can get there.
Thank you. These are great! 🙂
Glad you like them. We are constantly adding more so check back this school year.
This is just what I have been looking for. Thank you so much
for making these resources free.
Understanding how to work with 10 year-old learners who have struggled with speech difficulties all of their lives. Learners have attended Speech Therapy but are now disillusioned with it and the approaches used.
Hi Donna, I agree with you. IT feels great to dismiss students who move through their goals at the typical pace. But then there are those students who are old enough to know they are progressing slowly or not at all and are frustrated. That is really where we earn our keep. A few years ago, if a student is speech-only (no other label). I started pulling them out of the groups and into individual therapy. This was especially effective with articulation where we needed TONS of repetitions to get the work done. I also have honest conversations with the student and reduced the goal to a single focus. I borrowed from the Hodson thinking on Cycles and only worked on, let’s say, initial /s/, until that was cleaned up. Then I rotated back onto /r/ or /l/ or the other /s/ positions. Dismissing a young teen is a huge victory when we can get there.