Armstrong,+Heather+Speach+&+Language+Impairment

== =**Introduction: A Little About Me**= I was born in a small town in western Iowa, where I spent the first ten years of my life. I love that I grew up playing in the woods, lived on a dead-end dirt road, and attended a rural elementary school. In the mid 1980’s, my family moved to the front range of Colorado. I spent my late elementary years through high school living in the suburbs, where the culture was much different and the community much smaller. Getting out into the woods became a family event, rather than a time for exploration. None the less, I appreciated the time immensely.

SOMTHING INTERESTING ABOUT MYSELF I attended Colorado State University, where I earned a Bachelor of Science in Landscape Architecture. At CSU, I made life long friends and was introduced to many activities that are still important parts of my life, such as mountain biking, telemark skiing, design, and environmental education. For the past twelve years I have been practicing landscape architecture.

MY EDUCATION AND CAREER GOALS I am now working towards a Master in the Art of Teaching. I want to continue utilizing the skills and insight I’ve obtained practicing landscape architecture and integrate the knowledge I’m currently acquiring to motivate and excite students about learning. Upon graduation, I plan to work in a rural school as a science teacher. Eventually, I hope to integrate my passion for environmental education and curriculum and work with at risk students in an outdoor setting.

WHAT BRINS ME JOY It’s really important for me to spend time outdoors. I love mountain biking and skiing and have become reliant upon them for both exercise and mental clarity. I started riding a bike when I was a kid and hope to ride until I’m too old to get my leg over the cross bar. Even then, I might switch to a girl’s style townie. MY BIGGEST FEAR ABOUT BECOMING A TEACHER My biggest fear about being a teacher is turning a student off of science. I hope that I’m able to convey to them that there is so much more to learn than what we already know. I also want students to understand the science of what they love, whether that be art, music, reading, etc. I’m afraid that I don’t know enough! However, I’m curious and confident in my ability to provide resources. I hope that I’m able to instill curiosity into students. A PERSONAL LEARNING STRUGGLE I had a really hard time in computer programming class. It frustrated me and it made me feel so stupid. It was a combination of two things I really struggle with – language and following directions. I was so lost in that class but I didn’t give up. As a result, I finally got it! However, it was too late and I ended up failing anyway.

CREATING CONNECTION As a teacher, I want to really honor that students learn as different paces. I want to have flexibility in my grading and allow for that ah-ha moment, even if it happens a week before the final.

WHAT I HOPE TO LEARN IN THIS CLASS In this course, I want to gain a better understanding of different learning obstacles and ways to meet the needs of students with special needs. I also want to learn about how to keep an entire class engaged when there’s a wide range of students. How do I address every students’ leaning needs simultaneously?

= = =Research Project: Speech and Language Impairments= WHY I CHOSE THIS TOPIC I don’t have a personal connection with the topic of speech and language impairments, nor did know much about it. However, it sounded intriguing because so much of what we do in school involves listening and speaking. When I chose this topic, I was not aware that so many children are affected by speech and language difficulties. I also wasn’t aware of the devastating impacts that untreated speech and language deficits can have on an individual.

This is a very complex topic involving many specialty areas. This wiki provides an overview. Within the specified web resources there are links to specific speech and language impairments.

__**THE TOP 5 THINGS I LEARNED:**__ 1.) A language impairment affects the understanding of language, the act of vocal expression, or both. A speech impairment affects spoken language. 2.) There are four major areas in which speech and language impairments occur. They are Children with __language__ problems have difficulty with verbally expressing thoughts or in understanding others. Children with __articulation__ impairments produce certain sounds incorrectly. __Fluency__ impairments impact the flow of speech, and __voice__ impairments involve abnormal qualities in pitch, resonance, or volume. 3.) Under IDEA, the definition of **“Speech or Language Impairment”** is: “(11) Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.” [34 CFR §300.8(c)(11] 4.) Speech and language deficits are the most common childhood disability and effect 1 of 12 preschool aged children. Speech and language impairments, especially if left untreated, can cause behavioral issues, mental health problems, result in reading difficulty and academic struggles or failure. Individuals with untreated speech and language deficits also have a higher high school drop out rate. 5.) The causes of speech and language disorders can be congenial or acquired. Deficits may be caused by hearing loss, neurological disorders, brain injury, intellectual disabilities, drug abuse, physical impairments, or vocal misuse. However, the specific causes in most cases are unknown.

__**MY TOP PICK**__ Rank: 5 This is a great resource! It provides detailed definitions of major areas of speech and language impairments. It explains how speech and language impairments are covered under IDEA and the role of speech pathologists in an IEP. It provides tips for teachers and parents. It provides links to organizations specializing in various aspects of speech and language impairments, such as cleft palette, apraxia, stuttering, etc. There are also links to resources for IEPs and IFEPs. []
 * National** **Dissemination Center** **for Children with Disabilities**

__ADDITIONAL RESOURCES__ media type="youtube" key="BnRNeDtme0g" height="315" width="420" Rank: 4 The information on this web page has been repeatedly (and more thoroughly) on the other listed resources. However, the really nice thing about this web page is the audio track. The sentences and words being spoken are highlighted so that parents with reading difficulties can follow along. The information is also provided in Spanish. []
 * Kids Health**

Rank: 5 This web site provides links to various speech and language disorders, as well as links to medical and developmental conditions which may result in speech and language impairments. There is also a link for parents and teachers that provides a list of professionals who can assist with developing an assistance plan for children in need. This website is loaded with good information about language and speech. It also includes regarding age level milestones in communication. []
 * American Speech Language Hearing Association**

Rank: 5 This is a great article that’s geared towards early childhood development. It provides a brief description of expected speech and language development at each age. It outlines the screening and evaluation process. There are suggestions for parents and teachers for critical evaluations to help determine which area(s) of speech or language a child is struggling so they may receive appropriate help. The article goes into more detail about the intervention and referral process, including how to pay for evaluations, and intervention strategies. []
 * The Medscape Journal of Medicine**

Rank: 5 This article summarizes various speech and language impairments. It also provides clear examples of both language and speech disorders. The best part is, it actually provides some suggestions for accommodations! This web page also offers helpful developmental information for various grade levels. []
 * Education.com**

Rank: 5 This is a very clear and comprehensive resource for parents. The best part of this website is the layout of information. Questions are asked and then answered in a clear, concise manner. There is a clear developmental expectation chart, links to additional resources, and suggestions to help your child. There’s a lot of information on the web page, but not an overwhelming amount. Mostly, it provides links for more in-depth research. []
 * University** **of Michigan** **Health Services**

Rank: 4 This is a very interesting lecture given by a Yale psychology professor. This lecture discusses human desire to communicate and the development of language. It doesn’t discuss specific speech or language impairments. However, the general information about language development was very interesting. []
 * How Do We Communicate? Language in the Brain, Mouth.**

Rank: 4 It is well organized and offers a detailed, yet understandable, description of common speech and language impairments. Under each description, there are links to more information for that particular impairment. The web page is for this particular facility, and outlines that organizations method of treatment. []
 * Children’s Speech Care Center**

Rank: 4 This is a link to the Apple Store. It provides information about various assistive technologies available on iPads and iBooks. I chose to highlight Apple because one of the special education teachers I interviewed highly recommended Apple products. Grants are available to acquire large numbers of units and educational discounts are given. Apple has a proven track record for developing user friendly, accessible products and software. []
 * Apple**

Rank: 4 This web page offers a brief overview of the types of speech and language impairments. It also provides a brief description of teaching strategies and assistive technologies. There is a link to additional resources for various organizations dealing with specific speech and language impairments. []
 * Project IDEAL**

Rank: 3 This individuals who created this web site were nice enough to provide a summary of and links to various articles that address specific speech-language deficits. However, to gain access to the articles, you must be a member. Membership is not free. []
 * Council for Exceptional Children**

Rank: 3 This web page provides parents acquainted with assistive technologies. It provides an outline of what parents can expect and an overview of how and why assistive technologies are used. []
 * Infinitec.org**

Rank: 3 This website has a lot of information! It provides background information and defines various speech-language deficits. It’s a very good resource for parents because it has a link to transitional services, a reference library, resources, news and events, and a discussion forum. To access information, an individual must be a paying member. []
 * National Association of Parents with Children in Special Education**

=Community Based Learning Project: IEP Eligibility and Annual Review=

Overview: I sat in on an IEP eligibility meeting for an 18 year old student in the GED program at Armadillo Tech. Individuals in attendance were: the student, her mother, the GED instructor, the special education instructor, the special education assistant, and myself.

The entire meeting was about 45 minutes. The special education instructor conducted the meeting. Since the student was over the age of 18, she was informed that she was in charge of her IEP and that her mother would continue to receive notices. Both the student and the parent were given a copy of their legal rights and signed a document stating so.

The special education teacher orally reviewed the doctor’s findings and the student’s file. The student was said to be oppositional, hyperactive, impulsive, easily distracted, and frustrated by a lack of understanding during instruction. The doctor’s report concluded that the student has ADHD, and the special education teacher explained that the behavioral issues recorded in the file were typical of ADHD.

The special education instructor then began discussing the information covered in the annual IEP. He started by reviewing the assessment results with the student. The student’s score was low in cognitive efficiency, but the special education teacher only briefly covered that. He then spent some time highlighting the student’s strengths. The student had taken the COG Johnson test and scored well in working memory and word structure. As a result, one of the goals of the IEP is to assist the student with finding an orderly way to process new information.

The special education teacher then reviewed with the student, her reading and passage comprehension scores, which were also very low. The IEP will include strategies for comprehension. The student also scored very low in math. All test scores in areas of fluency were low, indicating that the student consistently struggled with speed. To address this, as part of the IEP, the student will get twice as much time to take the GED, along with five minute breaks every thirty minutes.

The parent expressed that she noticed her daughter had made a behavioral switch upon turning eighteen. The student has been taking more responsibility for her actions and for learning. The GED instructor also noticed that the student has been consistently attending class and has been focused and present during instruction. The student expressed that she still struggles with maintaining focus and interest, but it working on it. The student was asked if she still becomes distracted and the student confirmed that she did. The student, mother, and teachers signed that the student was eligible and then signed the IEP.

After the fact, out of curiosity, the student asked what the consequences would be if she hadn’t signed the eligibility form. She was informed that she would not get special accommodations to take her GED. Special accommodations will include twice the normally allotted time, a five minute break every thirty minutes, a private room, and use of a calculator for the entire exam (not just a portion of it). It was the concern of the GED instructor that the student would not pass the exam without these special accommodations.

The special education teacher then addressed the goals of the IEP. It was noted that the student is hard working and improving, when trying, upon her ability to focus. The special education teacher asked the parent about her objectives. The mother expressed that she wanted her daughter to get a GED so that she would have more choices later on. The goals of the IEP include:
 * Improving math problem solving with the use of paper, pencil, and a calculator
 * Improved reading comprehension and note taking
 * Printed exams so that she can write in the margins
 * Improved study and organizational skills
 * Transition for career planning. The special education teacher will work with the student to determine interest areas and potential career options.
 * The student needs to complete the OAKS testing. She will be given special provisions during the examination, including breaks every thirty minutes and the use of a calculator.

The special education instructor explained to the student that there are options for receiving help. Once option that she would be eligible for was total inclusion and the other was 20% pull out from general education class. The special education instructor and the student agreed that the 20% option would be the best.

The special education instructor, the student, the parent, and the GED teacher all signed the necessary paper work and the meeting was concluded.

After the meeting, I spoke with the special education instructor to inquire about the process.

What I learned was that the eligibility meeting happens every three years, while the IEP meeting occurs annually. This eligibility meeting had been postponed once due to a lack of the physicians report.

I asked who initiates the IEP process. I was told that usually the general education teacher reports a behavioral or learning concern, such as struggling for no apparent reason. The general education instructor or special education instructor should talk to the student to ensure it’s not an issue at home or that the student is on drugs. The school psychologist may become involved at that point. The student would likely be tested. Extreme test scores indicate areas of concern. The potential IEP team then asks permission from the parents to proceed. If the parent accepts, the team has 60 days to process the paper work and establish eligibility. In order for the team to establish the best course of action, the special education teacher will interview the student and parents, conduct formal and informal evaluations, and observe the student in class. Goals are established for the IEP and if the student is over 16 years of age, the IEP goals will be driven by transition. The team will also determine measurable objectives for the student that will aid the student in achieving the IEP goals. Regular progress monitoring occurs throughout the year and goals are modifications to the objectives can be make to fit within the goals.

Parents are not legally obligated to participate in the process or to get their children assistance. Full inclusion teams are usually large.

I am interested in learning more about developing IEP goals and objectives. The special education teacher at Armadillo Tech does all of that for Armadillo Tech. Is it something that the general education teacher is usually involved with, or will we be only responsible for implementation?

Overall, I thought the process was very organized, easy to understand, and informative. I would be interested in seeing how the student progresses in the next year. Hopefully the special accommodations that the IEP allows will enable her to pass the GED examination.