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Fives Booklet

Fives Booklet

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Published by speechtechie
Booklet describing criteria for using technology resources in speech-language therapy.
Booklet describing criteria for using technology resources in speech-language therapy.

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Published by: speechtechie on Dec 02, 2010
Copyright:Attribution Non-commercial

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04/15/2012

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 Sean J. Sweeney CCC-SLP Page 2 12/1/10
Introduction:
 
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.
 
 Sean J. Sweeney CCC-SLP Page 3 12/1/10Why turn to technology? Despite many clinicians feeling naturally nervous to startdealing with the learning curves associated with technology, once steps are made inthat direction, technology can actually make the job of an SLP a whole lot easier.Presenting context to students is simplified greatly by using interactive web activitiesand simulations that would be cost- and time-prohibitive to develop in a traditionalmanner. Additionally, clinicians will find that students are hugely motivated to learnwhile using computers, and that employing technology does not mean the clinician istaken out of the equation. Rather, there is much scaffolding to be done whentechnology is used to present a "purposeful, complicated activity."Take for example, theForces and Movement activityfrom the BBC Schools ScienceClips website. In this activity, students follow steps to interact with "objects" onscreenin order to demonstrate concepts around forces and movement. Clearly, this is acomplex activity whose context fits right in with early-middle elementary sciencecurriculum. However, when the task is analyzed, this activity also is quite language-based, with a number of embedded skills and targetsappropriate for a languagesession. Many studentsreceiving school-based SLPservices would be unlikely tobe able to complete thisactivity accurately and discussit meaningfully without theSLP's scaffolding.

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