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Super Duper® Publications
  P.O. Box 24997
  Greenville, SC 29616 USA
 

 

In-Class Collaborative Literacy Based
Speech Language Pathology Program

 

 

About the Author

Nancy G. Simmonds, M.S., CCC-SLP has presented her award winning program on the Collaborative In-Class Speech-Language program at numerous county and state conferences in NJ and nationally. She recently wrote an article that appeared in the September 2003 Advance Magazine for Speech Pathologists on "Literacy and Middle Schoolers." She has presented seminars at ASHA for the past three years. With the emphasis on connecting speech-language goals to the regular educational curriculum as the result of the Individuals with Disabilities Education Act (IDEA), Mrs. Simmonds' program and her expertise has served as a model for speech-language specialists who are learning to incorporate IEP goals and objectives with the regular education curriculum.

     Mrs. Simmonds won the NJ Developmental Disabilities Award in 1998 for her In-Class Collaborative Speech-Language program. The Speech-Language Department in Mrs. Simmonds' school district, Clinton Township, NJ, won the prestigious Program of the Year Award from the New Jersey Speech-Language-Hearing Association in 1998 for the In-Class Collaborative Program. Mrs. Simmonds served on the steering committee in her school for the National Blue Ribbon School award that was received in 2000. She has worked in the field of speech pathology in both public school and clinical settings for over 30 years. Mrs. Simmonds holds a B.A. degree from Douglass College, an M.S. degree from the University of Hawaii, and a Supervisor Certificate from the Rutgers Graduate School of Education.

Learner Outcomes

1.
The participant will be able to describe the role of the speech-language pathologist in terms of providing in-class collaborative literacy-based intervention in the schools.
2.
The participant will be able to list suggested steps that the speech-language pathologist should take before beginning an in-class collaborative program.
3.
The participant will be able to define the various models of in-class instruction.
4.
The participant will be able to explain how IEP goals can be linked to the curriculum.
5.
The participant will recognize the correlation between in-class collaborative interventions and positive outcomes.

Course Outline

I.
Introduction
  A.

Course outline
  B.

Re-defining the role of the SLP in the schools
II.
Getting Started
  A.

Administrative and community support
  B.

Scheduling and grouping students
III.
Collaborative Model
  A.

Establishing teacher relations
  B.

Planning with teachers as collaborative partners
IV.
Models of Instruction
  A.

Eight models discussed
V.
Linking to Curriculum
  A.

Integrated subjects and tiering
  B. Writing speech-language goals to reflect the curriculum
  C. Writing “Instructional Strategies,” “Present Levels of Educational Performance,” and “Frequency of Services and Delivery” sections of the IEP
VI. Outcomes
  A.

Student and parent attitudes concerning in-class collaboration
  B.

Academic outcomes for students
VII. Student Projects
VIII. Test and Course Evaluation

 

Note to Dial-Up Users

      This course is presented in a multimedia format with voice narration and numerous graphics. Users who have dial-up connections may experience download times of up to five minutes for each of the seven chapters. It is NOT necessary that you stay by your computer during these download periods. If the first page of the chapter plays while you are away from the computer, simply press the "replay" button to hear and view the information on that page.

 
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