Getting to know you…

Although it is possible  start out the school year with a caseload full of kiddos you already know, chances are you will have at least  a few new kiddos. If you find yourself in this situation, here is a quick activity that will allow you to get to know your new kiddos, reacquaint yourself with kiddos you already know, and even introduce yourself to them!

This is a template for a speech class yearbook! It is set up to mirror the EET prompts to help kiddos tell you about themselves. If you have kiddos who are familiar with the EET system, this will allow you to review it to start off the year. If your kiddos are new to the system, this will give you a good opportunity to introduce it in a non-threatening way that allows them to share information about a topic with which they are familiar: themselves! At the top, there is space to paste a photo of the student (or have them draw a self-portrait) and another space to draw something that describes them. At the bottom, there is space to list student goals in student-friendly terms. You may even want to review these pages with your students throughout the year, at the end of the year, or as each student’s IEP comes due. (Here is a copy of the same sheet with some guiding examples)

What activities do you do to ‘get to know’ and reacquaint yourself with your kiddos?

Sea Snacks

HAPPY LAST FRIDAY OF SCHOOL!!! Today, Candra Grether, SLP at Phoenix and Jtown High, shares an awesome idea for those last few therapy sessions. If you aren’t able to work this into your schedule before school gets out, maybe it will be useful in August!!

Most SLPs are probably wrapping up speech sessions this week but if anyone still needs an end of the year therapy activity and has money burning a hole in their pocket, I shopped for ingredients for this Tuesday evening and made the visual recipe in PowerPoint last night while watching TV. It has made for a fun last day of speech activity in the MSD classrooms in one of my schools today. Besides the obvious language targets of following directions, sequencing, and word combining/describing (e.g., “red fish”), it’s also been good for functional communicative skills of requesting and rejecting (a few have only wanted goldfish, for example, and one student can’t have anything with red dye) as well as manners and problem solving (leave an ingredient or two out before reviewing the “materials needed” section). Plus, BEACH THEME! 😊 This year has flown by.
*Found the blue jelly beans at Party City.
Thanks, Candra!

Flexibility

During this time of year it is so important to be flexible. As the end of the school year approaches, it seems therapy schedules change on a daily basis. Whether it is because of assemblies, KPREP, or field trips– No one is ever where they are supposed to be!!! It is during times like this that versatile therapy materials come in SO HANDY! In this post I talk about some games that can be used to target many different speech, language, and fluency goals.

What materials do you use for last minute therapy sessions?

Afterword

“What am I going to be if my autism can’t be cured?”  As a small child, Naoki was very afraid that, because of his autism, he would never be able to live properly and do many of the things that other people do.  He felt the need to apologize for his actions day in and day out.  His goal for writing this book was to help people understand the obstacles that people with autism face, and that they are not the result of selfishness and ego.  Through sharing with the world his thoughts on what it’s like to live with autism, he wants to give hope to other people with autism, making it easier for them to “stick at it”.  Maybe then, he says, the future of people with autism will be connected with that of everyone else.  By this I think he means that people with autism have the same goal of achieving happiness, just like everyone else.   
 
I was surprised when Naoki said that the things people with autism do are not because of selfishness and ego, as I’ve never thought this about my students with autism.  Also, I thought how sad it is for a little kid who feels like he has to apologize for himself day in and day out!   I wonder how many of my students feel the same way.  Overall I enjoyed reading about his insights on living as a person with autism.   Even though each person with autism is unique (which can be said about humans as a whole), Naoki’s specific experiences with autism have helped me to understand my students a little more.  
–Allison Dobbs, SLP at Moore Traditional

Frogs!🐸

Materials: toilet paper rolls painted green, green construction paper, stapler, crayons, white paper, scissors, glue stick

 

Companion Books: 

Jump, Frog,Jump by Robert Kalan

Let’s Go, Froggy! by Jonathan London

Frogs Jump: A counting book by Alan Brooks

 

Objectives:  sequencing, object function, positional concepts, following directions, verbs, Increase MLU.

 

Also use with:

Readworks.org (free to create account)

search: “frog”

I used a few passages  including  ‘A frog’s life’ and ‘Frogs or Toads’ with 3rd-5th students for listening comprehension, retelling, main idea, sequencing, compare/contrast

–Katie Cohen, SLP at Maupin and Roosevelt Perry Elementary


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