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Lee Wilkerson,
Director of Schools

The Manchester City School District is proud of its legacy of strong academic performance.  We look forward to continuing that tradition in a safe environment that fosters leadership, independence, and scholarship.

 
Speech/ Language
Additional Pages:
American Speech-language-hearing Association- ASHA

Speech/Language Therapy Services

Manchester City Schools offers extensive Speech and Language services to eligible students with communication needs. Services are provided at each school by qualified Speech and Language Pathologists in the areas of speech sound production, language, fluency (stuttering), and voice. To be eligible for therapy services, a student must first meet eligibility standards designated by the Tennessee State Department of Education (through the evaluation process) and, secondly, it must be determined that the communication delay adversely affects the student’s educational performance (through the Individualized Education Team process). The IEP team then determines therapy services, along the continuum of special education services, which may include: direct therapy, inclusion in the student’s classroom, consultation, or collaboration with other educators. Speech Language Pathologists work collaboratively with general education and special education teachers to facilitate communication skills in the general education environment and to enhance the student’s participation and access to general education curriculum.

If you suspect your child’s speech and/or language skills are not developing appropriately, talk with your child’s teacher or the school’s Speech/Language Pathologist about your concerns. If necessary, parent(s), the student’s teacher, or the Speech/Language Pathologist can schedule a school support (S-Team) team meeting to discuss concerns regarding the student’s speech and/or language development and to discuss the need for a comprehensive speech and/or language evaluation. Parents are encouraged to attend S-Team meetings and be involved in determining the need for speech and/or language assessment. The team may decide that a speech and/or language evaluation is necessary to determine current strengths and weaknesses regarding the student’s speech and language development. If an evaluation is warranted, you will be asked to sign permission for the evaluation, and, once the evaluation is completed, you will be invited to participate in an IEP team meeting in which results of the evaluation will be shared, and you will be given a copy of the assessment report. If the student’s IEP team determines the student is eligible for therapy services, an IEP will be developed. This IEP will include the students present levels of performance, goals the student will work on mastering in the therapy sessions, and the amount of time the student will participate in therapy. Therapy services as provided during the student’s extention/intervention time during the school day.

Common Speech/Language Terms:

An articulation disorder refers to a reduction in the ability to use speech sounds for communication. Speech sounds develop at different ages and it is normal for young children to have difficulty saying some sounds.

A language disorder refers to difficulty understanding and using various aspects of language for communication OR language performance that is below what is expected compared to a typically developing peers.

A voice disorder refers to an abnormality in the way the voice sounds and may include abnormalities in pitch, loudness, quality and/or resonance.

A fluency disorder refers to the disruption in the flow of speech and may include difficulty connecting sounds, syllables, words, phrases/ sentences when speaking.

 

Activities to Facilitate Speech and Language Development:

Articulation

1. When riding in the car, find things with your special sound. When looking at books or magazines, find pictures with your special sounds. At the grocery store, see how many foods you can find with your special sounds. How many animals, foods, kinds of cars, sports, famous people, TV shows, etc can you think of that have your special sound?

2. Cut out pictures in old magazines that have your sound. When assisting with cooking, find ingredients with your speech sound. Tell someone about a TV show using your sound. Read aloud to someone using your sound. Re-tell a story or something that happened during the day using your sound. Have a special time of day to practice, such as bedtime or bath time, etc.

3. Have your parents fill a box full of objects that contain your speech sound. You have to feel around without peeking to guess what the object is. Play guessing games by giving clues/ descriptions about an item that contains the special sound. Play “I Spy” where your child finds objects in the room based on clues you give. Play “Bag of Cards”: Put pairs of cards with the special sound in a bag, Take turns picking cards out of the bag - trying to get pairs.

4. Suitcase Game (no cards needed), “I’m going on a trip and in my suitcase I’ll take (word with special sound). Next player repeats sentence with the first item and adds a new item for the suitcase. Continue adding on and repeating in order!

Language

1. Create a mystery box. Place items in a pillowcase or cardboard box with a cut out big enough for the child to reach into. Have the child reach in, choose one item, and try to guess what it is. You may have the child close his eyes for this game to rely only on the way the item feels. Once a guess has been made, you can talk about why the child made his particular guess.

2. Encourage your child to “read” the pictures in a book to you. Prompt by asking some open - ended questions about what is happening and what may happen next. It may be helpful to restate a child’s statement to correct a grammatical mistake (“Him go” “He goes”) or model another appropriate word (“The boy in the bath.” “He is in the bath”).

Vocabulary

1. Reading aloud to your child allows your child to hear new and less common words.

2. Have the child find a particular picture within a larger picture to work on understanding new words. When you are teaching a new word, provide information about that word. Tell what it does, when you use it, who would use it, where it would be found, etc.

Basic Concepts

1. Choose one word within a basic concept. For example, you could choose “in”. Then find all the things you can that are “in” something else. This can be a game like “I Spy.”

2. Identify the concepts in the natural environment. For example, point to bird in the tree or a cat hiding behind a couch. During snack time, put different numbers of small snack foods into different piles to teach quantity concepts of more, less, equal, etc.

Listening

1. Have your child help with the shopping. You can ask your child to remember certain items that are needed in the store. Play a following directions game by giving your child a direction, then watching to see if he does it correctly. Ask him to move to different places within a room or act out a movement to keep interest. Once the child understands the game, he can start to give you some directions to follow. Start with one - step or one element and increase as the child becomes more skilled.

2. Ask questions about a story that has been read or about a shared activity.

3. Listen to a book or story on audio and ask questions for understanding.

 

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