Sean J. Sweeney CCC-SLP Page 2 12/1/10
SLPs, Context and Technology
While working in the public school setting for thepast 10 years, I developed a specialized interest inthe integration of technology in speech andlanguage interventions. I am referring to technologynot so much in the AAC sense, but rather to helpbuild and present contexts to students, much like aclinician would use a storybook. This booklet isdesigned to present a framework for usingtechnology as the friend that it is- a friend that helpsyou implement context-driven therapy sessions thatengage students and move them toward their academic goals.So why is context so important? As public school Speech-Language Pathologists (for whom this book is primarily designed, though the principles presented may assistthose in other disciplines, settings, or those who work with other populations) our clients are actually students, and our role is to assist them in accessing the curriculumby building their language skills and use of strategies. To facilitate their success, weneed to incorporate the topics, concepts and activities they struggle with in theclassroom setting, while keeping a strategic focus (Ehren, 2000) and avoiding actingas a tutor or aide. In
Contextualized Language Intervention
, Ukraintz stresses theimportance of SLPs knowing "how to systematically scaffold learning within a whole,purposeful, complicated activity" (Ukrainetz, 2007, p. 2) rather than focusing solelyon discrete skill instruction.