We all want to create an inclusive classroom for every learner who walks through our doors. The neurodiversity-affirming movement teaches us that our neurodivergent students
Speech-Language Pathologists wear many, many hats. One of our most important jobs is to help our students build their vocabulary using research-based strategies. The good
Why is it so tricky for some students to make the jump from using their articulation sounds in sentences to using those sounds in conversation? If you have been hanging out with me for a bit, you know that I have pondered this question before. You would also know that I came up with some great activities to help bridge this daunting gap.
Were my students engaged today? Was their time with me helpful? Or did I just waste everyone’s time? As I sit at my desk and
When I first started in this field, I thought speech therapy grammar activities were just rote drills of pictures on cards. Around this same time,
“Why is my student completely omitting has, have, and had in her speech”, I mused to myself during an evaluation. This needs to be worked
“Why is my student completely omitting the linking verbs is and are in her speech”, I thought to myself during an evaluation. This needs to
You open your laptop and start Googling “Articulation Carryover Activities”. Today you are feeling like a failure as a Speech Pathologist. Your student can make his or her speech sounds *perfectly* in the speech room. But the moment they leave your room their accuracy disintegrates. The worst part, though, is that they have been in speech for years.
Have you ever had a student who could nail their sounds in the speech room, but their accuracy plummeted the second they left your room?
Wouldn’t it be great if we had a collection of multi-language speech therapy parent handouts? We could help so many families and students successfully implement
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