Curriculum/Educationally Relevant Therapy

Why In-Class?

There are many benefits to “In-Class” versus “pull-out” for SLI students.

  1. They are NOT missing critical instruction in the classroom.
  2. They are NOT missing speech/language sessions due to classroom demands.
  3. You are using actual curriculum assignments, not attempting to “simulate” them.
  4. Your students are “applying” strategies to their class work.
  5. You are teaching them to fish rather than giving them a fish.
  6. You are modeling language based instruction for teachers.
  7. You are developing and/or enhancing relationships with teachers.
  8. You further educate the teacher as to what a Speech/Language Pathologist does.

**Many more advantages are listed below based on the model of “In-Class” that you choose. Research suggests that a variety of models are successful.

What does it look like?

Various Ways to make it relevant: You can use one or all of these venues, or you may think of something else that works for you. The idea is to make it relevant – no matter where you are providing service. Collaboration with teachers is essential for this model to work.

  • Do a language lesson for the entire class: Although you may only have 2-3 students in the class, this is an excellent way to deliver service. This may be the first 15-30 minutes of class, or the entire class period, and can be in any subject area – remember we are supporting the curriculum, NOT teaching it!

Advantages:

  1. You can design the lesson around the curriculum (i.e., “make it real”).
  2. You can model appropriate cueing and strategies for the teacher so he/she can implement them when you are not in the room.
  3. Your student is exposed to good models from peers.
  4. Your student has the opportunity to be successful in front of peers.
  • Support your student(s) within their classroom lesson: In this model, the teacher is providing the lesson, and you are present to support your student in their use of learned strategies to successfully complete that lesson. The goal is to maintain your value as an SLP, so be sure to have a plan!

Advantages:

  1. You facilitate practical use of language strategies in the classroom.
  2. Your student sees direct application of language strategies.
  3. Your student is more successful.
  4. You can facilitate social skills for group work.
  • Support your student(s) during Readers and/or Writers Workshop

Advantages:

  1. You can focus your student(s) on learned strategies.
  2. Your student sees direct application of language strategies.
  3. You can expose the teacher to language based activities that are effective for all students.
  4. Overall student performance improves for academic tasks.
  • Support your student(s) during Resource Room: This is already perceived as a place to get help. Capitalize on this time to encourage your student to implement learned strategies to complete assignments involving reading, writing, speaking, or test taking.

Advantages:

  1. You can work 1:1 or in a small group (just like “pull-out”) and apply your instruction to the assignment at hand.
  2. You can provide assistance when needed and step back to allow the student to apply what they have learned. You are right there if they need further assistance.
  3. You can model strategies that work for your student so that RCR staff can use similar language when you are not there to assist your student.
  4. You can engage peer buddies to model and help them at the same time.
  • Provide educationally relevant services in the “speech room”: The key here is to teach strategies using curriculum materials, not to help them complete a class assignment or homework. I recommend using portions of the text or worksheets that have already been completed to teach the technique or skill, then have the student apply those to current assignments.

Advantages:

  1. Your student uses familiar material to practice a skill
  2. Your student may end up creating study materials (i.e., flash cards)
  3. Your student sees the application of strategies to different subject areas
  4. The teacher sees how these strategies positively impact student performance and opens the door to providing “in-class interventions”.

Christine Jeter, MA CCC-SLP

Language-Learning Liaison

Livonia Public Schools, October 2009-2010