Kathleen 201901 by Brenda Williamson https://padlet.com/bwilliamson9/e4s20h7a21gd Taylor et al Chapter 7 Articulation en-us 2019-01-10 21:52:31 UTC 2026-02-07 09:44:40 UTC hello@padlet.com Kathleen kmonahan21 https://padlet.com/bwilliamson9/e4s20h7a21gd/wish/334510484 Explaining differences in grade school is incredibly important because it builds the confidence of the students and also makes them so much more understanding. Although it can be hard topic to breach, once the dialogue is open, a lot of relationship building can happen. The teacher should tell her students that we all learn at different times and we all have our different strengths and weaknesses. Allowing Kathleen ample time to express herself and asking clarifying questions can help open up more lines of communication between herself and her peers. It is important for her peers to know that she still has good ideas to share and has the right to express herself as the rest of us do. I think having push in services will help discontinue the awkwardness she feels when she misses out and has to reenter the class on her own. An activity that the teacher could do may be a written activity where Kathleen can express herself more clearly and give her a chance to complete her thoughts before sharing them. She could also set up a visual language system in her class so Kathleen and her peers don't have to rely on verbal speech to communicate. Outside of the classroom, Kathleen's teacher could help her practice some "one-liners" or phrases to say to her friends at recess or during lunch. She can also help Kathleen come up with some things to say when she is feeling frustrated or needs some more processing time. Being able to let your peers and friends know that you have more to say without being rushed is very important! ]]> 2019-02-24 02:57:09 UTC https://padlet.com/bwilliamson9/e4s20h7a21gd/wish/334510484 Speech Disorders lovescookie00 https://padlet.com/bwilliamson9/e4s20h7a21gd/wish/334540822 Module 6  Chapter 7 
Kathleen is a student with a speech disability. Her general education teacher should explain to the class about empathy, knowledge of disabilities, individual unique strengths and weaknesses, and asking for help from Kathleen’s peers. The class desk placement is important to involve Kathleen in learning groups.  Peer social activities and games would increase acceptance and encourage Kathleen to speak out. 
Kathleen would better interact with her peers if her teacher shares relevant social stories and the students role-play. Student facing each other, pair together a socially competent student with one who needs growth in that area. Students need to see good role models. Have centers set up that have interesting, preferred materials for students to increase cooperation. If you need to get better in any area, partner up with someone who is superior in that area. 
 
]]> 2019-02-24 08:55:12 UTC https://padlet.com/bwilliamson9/e4s20h7a21gd/wish/334540822 Rebecca Ingram-Kathleen https://padlet.com/bwilliamson9/e4s20h7a21gd/wish/334603277 I am not sure that Kathleen's teacher really has to explicitly tell Kathleen's classmates what expressive language problems are. Rather, I believe Kathleen's teacher should foster a classroom of inclusion and kindness by teaching the stduents that everyone is welcomed and loved regardless of their disability. I believe that the teacher could make a few changes to her classroom to help Kathleen improve on peer interactions. First, her teacher could start simple by rearranging the room to facilitate conversation and group time in an effort to create natural opportunities for Kathleen to interact with their peers on projects and activities. Second, Kathleen's teacher can create opportunities for social interaction through game time, partner activities and group work. Truly anything that creates opportunities for natural social interaction will be beneficial for Kathleen and her peers. ]]> 2019-02-24 18:29:52 UTC https://padlet.com/bwilliamson9/e4s20h7a21gd/wish/334603277 Swan https://padlet.com/bwilliamson9/e4s20h7a21gd/wish/336204330
In my classroom I do not point out students with speech services. I do not feel this is necessary for students to make progress on annual goals in either speech or core classes such as language arts and/or math. I believe it serves the entire class to have firm boundaries regarding how we expect to treat each other, social contracts, expecting personal growth (not a contest), and cultivating an environment of helping each other succeed. 

For a student who struggles with expressive language, meaning conversation and/or self expression I would be sure to include whole group activities to assist this student but NOT single this student out. I often times have students who struggle with expressing themselves due to language barriers. I encourage those students to draw pictures to assist them in being included and contribute to the class discussion. This seems to work out very well. Just yesterday I learned how to write my name in Arabic from a student. 
I have also found that role play type activities and STEM activities assist in allowing students from varied ability levels to work together towards a common goal. This allows participation and team building. I believe it is imperative to fostering a learning environment to build a culture of acceptance and inclusion. This can go a long way when attempting more difficult or non desired tasks. Students are more likely to help one another succeed. ]]> 2019-02-28 00:14:58 UTC https://padlet.com/bwilliamson9/e4s20h7a21gd/wish/336204330 Kodi Oakes https://padlet.com/bwilliamson9/e4s20h7a21gd/wish/337012345 Being in 3rd grade can be difficult. I don't have much experience in elementary schools, most of my experience is in middle schools. My own 3rd grade experience was difficult because I had hearing issues. I think it's importance to address the fact that everybody is different on the outside, but the same on the inside. I would use some things from the text like limited amount of learning or cooperative centers. Maybe having more students around would help Kathleen want to find someone who understands. I also think the use of toys and materials would help so Kathleen doesn't always have to rely on the spoken word. She is going to SLP so she will one day be able to easily say the words, but in the meantime for ease of communication and building social skills, some materials might be helpful to Kathleen. ]]> 2019-03-01 19:41:50 UTC https://padlet.com/bwilliamson9/e4s20h7a21gd/wish/337012345