By using the classroom themes, we not only access the vocabulary rich topics, but we also provide a way for a child to practice newly acquired communication skills on a familiar topic. Plus, the homework that goes home provides greater communication opportunities on each theme through interactions with the parent.
Materials can simultaneously enrich language and teach academic concepts. This way: we don't make assumptions about a student having prior knowledge, we give students multiple opportunities to practice their concepts in school and at home, and we don't waste precious time re-creating lesson plans and materials year after year.
For speech language pathologists working in most schools today, it is not uncommon to see a student in individual or group settings using therapy materials chosen solely with the child's speech therapy goals in mind. While this paradigm works well for a handful of students, greater gains can be made when therapy aligns to the curriculum and when parents can interact with their child based on what they bring home from school.
Participants will be able to:
1.Describe basic theory and research explaining why curriculum-based intervention improves
2.Implement strategies to reduce therapy planning but relying on classroom resources and topics
3.Discuss how to collaborate with general education professionals to share academic agendas
4. Design intervention based on curriculum topics and initiatives