SH: The referral process looks similar in preschool. We have an MTSS (multi-tiered systems of support) team to provide interventions before referrals are made for students to receive special education services.
Is there anything newly emerging in the field?
SH: I’d say the use and need for technology for communication purposes has grown tremendously.
KO: In the field in general there’s a shift towards considering neurodivergent processing of language. It’s called gestalt language processing, an understanding of how some students might learn language has really evolved in the past ten years. Some kids learn language one word at a time versus some learn whole phrases. And understanding how to enhance children’s learning skills via their way learning is something I’m trying to get a deeper grasp on.
How do you support families of teachers?
SH: We collaborate with the whole team. We have a "SETT" process to talk about the student, environment, task, and tool. We have an Augmentative & Alternative Communication Facilitator who is an expert in this area. Special School District has many resources and trainings. We offer check-ins for families.
How many kids are you seeing at the moment?
SH: 38.
KO:30-35, fluctuating.
BK: About the same, 17-18 at ECC and the rest are at the elementary school.
How was this affected by the pandemic? Masks and distancing must have been a big challenge for these types of services…
KO: It was really difficult to work on speech when masks were required. You couldn’t see or read the mouths as we usually do when working with sounds.
SH: I had lots of PPE and held many virtual speech sessions. I felt like a magician engaging students! Parents did a lot on their end too. I feel that the short time we did that made all of our relationships stronger. It was a great way to connect home & school.
KO: Having the door opened for them to see what we’re doing every day, and parents were really involved with therapy.
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