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With language and speech delayed students you won't be able to do many spoken testing. It will be easier to use flash cards, pictures, fingers or anything visual where the student can point or show you. You do want to encourage the student to try and use their language and speech skills so they can work on getting things.

Math: While most assessments for math would be given orally, like asking a student to tell you how many fingers are being held up, a student with a speech delay might need to identify how many fingers you are holding up by showing you the same number on their fingers while they tell you how many. That way they are still answering and working on their speech skills.

Language Arts: As a child in preschool there isn't much we are doing with this yet so it would be hard to provide and accurate assessment. There is more work in writing then there is reading at this point. When assessing a child's writing with a language and speech delay it would work similar to math. The child might need to point at the letter you are asking and say it or they might need to write it, point and say it. It's important to do what you can to support and encourage the child.

Science: It's important to make sure that the activities being done are available to the student. Don't plan activities when you know the student will be in their therapy session it might make them feel more isolated than they already do. Since this is the subject that Lukas is most interested in we make sure to give him extra time doing activities when he has a good day.

Other Subjects (P.E., Art, Music): Since these classes are likely taught by outside teachers it would be good to sit down with them and explain what is going on with the child and talk to the teachers about the child's delays. Follow a buddy system and have one of the child's friends stay with them to help them when they are with teachers other than core teachers.

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Motivation Strategies for Learning and Prompting Positive Behavior

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Motivation Strategies for Learning and Prompting Positive Behavior

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1. Lukas is interested in watching how things work. So to help motivate him we offer science type experiments as motivation to get him to participate and work on the things he needs to. He really likes watching his volcano erupt we use that to prompt positive behavior.

2. We have used hands on activiites to help Lukas as well. When he has a good day at therapy he has gotten to use shaving cream to help write his letters. He says it first and then after being able to identify it on a paper he then gets to write in the shaving cream. Lukas is very motivated to do his work when there is hands on activities readily available once he is done.

3. Lukas is able to participate in a wide variety of different visual activities. We have a sticker chart that helps us keep track of Lukas good days. When he fills 10 days he gets to help choose the type of activity he wants to do. It's all his choice, By allowing him to choose the things he likes he is more easily motivated to have good days. Last time he chose to do the skittles in water and make a rainbow. He enjoys doing them with his mom so sometimes we even send the activity home which really motivates him to do good. The skittles rainbow test was sent home with skittles and instructions for him to do with his mom.

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1. It can be hard for students with speech and language disabilities to interact with their peers. When you find things that the student with disabilities enjoy it makes it easier for them to interact and enjoy things with other students. Since Lukas really enjoys creating things and figuring out how things work we will find a good partner for him that are interested in the same things. We will also make sure that he branches out to try new things with other students to help him become more confident with his speech and language skills.

2. Lukas will be able to spend one on one time and group time with students. When in a setting where he feels comfortable he might be more interested in using the news skills he's learned. Lukas will spend time working with other students who might be able to work with him and teach him on what might seem like an easier level since the kids are the same as him. We will help Lukas integrate into the classroom and feel welcome and identify with the students.

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Case Study for Lukas a 4 year old boy in preschool

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Case Study for Lukas a 4 year old boy in preschool

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Lukas is a 4 year old boy who attends preschool. He was referred for extensive evaluation after attending a screening. Lukas was tested in 4 areas, adaptive, personal-social, motor and cognitive. Lukas demonstrated age appropriate development in the adaptive and personal/social areas. He showed a slight delay in the motor and cognitive area. Lukas went through speech and language screenings as well and tested on the lower end of both of those.

Lukas lives at home with both his mother and father. He has 2 sisters and 2 brothers, both older. He doesn't have much contact with kids his age outside of school, so he doesn't have as much social interaction as other kids. He does well socially with familiar people and when put in a situation where he must work with other children.

Lukas seems to learn well in the classroom and is expected to progress quickly with the motor and cognitive delays. He is led by example and watches the kids to learn what to do as well as being instructed by the teacher. Lukas struggles to form full sentences and has a hard time being understood. He struggles to make the appropriate letter sounds in his words that would be expected at his age. Lukas has both a speech and language delay and will be worked with in class as well as on his own to help with these delays.

Lukas enjoys playing video games, riding 4-wheelers, playing with his toys, doing experiments, watching Spongebob and going outside with his family. Lukas helps raise his families chickens, hes feeds them and helps collect eggs. He also takes care of his 2 dogs, feeding and watering them and making sure they get plenty of time outside and plenty of love.

Lukas is a very visual learner. He is able to pick up a lot of new things by watching others do them. He learns well from others and enjoys being directed in doing things the way they should be done. Lukas is a very friendly child and works well with the other kids in the class. He enjoys being around them and shows real care and concern for them.

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1. As a teacher it is important to let your students know how important they are. Having a speech and language delay can really put a child at a disadvantage when it comes to being in the classroom and being able to communicate. With Lukas having a speech and language delay I will do what I can in the room to help Lukas be able to express himself in a way he feels like he is being heard and understood with things like visual aids, special cards to help him let me know what he needs and most of all give him support to make him feel comfortable to try the new things he is learning in his speech and language therapy sessions.

2. Classroom activities will be based around all the students in the room. There will not be any activities that Lukas can't participate in. When we do individual activities they will be tailored to what Lukas needs such as worksheets based on letter sounds, flashcards with the alphabet, watching videos about proper mouth and tongue movements when speaking and direction in how language/sentences are formed. Many individual activities will be based on what interests Lukas so we can keep him involved. Lukas is very hands on and enjoys making anything he can. We make sure to include many hands on experiments in things that lukas is interested in.