Welcome

to

Speech

Ms. Buckley

My name is Karen Buckley! I have been working as a licensed Speech and Language Pathologist (SLP) for 10 years and this school year marks the start my 10^th year as a Speech Teacher at PS 19. My goal is to help my students strengthen their language and communication skills in the academic environment. I love seeing my students make progress and grow in confidence over the course of our speech and language therapy sessions!

Speech Disorders

• Articulation - the way we say our speech sounds

• Phonology - the speech patterns we use

• Apraxia - difficulty planning and coordinating the movements needed to make speech sounds

• Fluency – stuttering

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Language Disorders

• Receptive Language - difficulty understanding language

• Expressive Language - difficulty using language

• Pragmatic Language - social communication; the way we speak to each other

Common School Based Speech and Language Disorders

• School based SLPs work with students on improving their articulation (speech) skills. It is important that our students feel confident when communicating with their teachers and peers.

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How do we work on improving Articulation?

• Students learn to say their sounds in isolation first (just the sound itself), then in syllables, and then at the word level.
• Once they have mastered the sounds in words, they move to phrases, then sentences, and then conversation.

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• Parents can assist by helping their child practice their sounds at home. Please let me know if you would like carryover activities for some at home speech sound practice!!

Articulation

• Some children and adults have difficulty producing smooth, effortless speech.

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• As an SLP we teach the student strategies to help their speech become more fluent.

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• Some of the strategies learned are slowing down, controlling their breath support, and planning out what they want to say before they begin to speak.

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• SLPs also work on increasing confidence and decreasing stress to improve stuttering.

Fluency

• Students who have difficulties with receptive language have trouble understanding language.

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• Common goals to improve receptive language skills include: following multi-step directions, pointing to a requested picture or item

Receptive Language

• Students who have difficulties with expressive language have difficulties using the language.

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• Common goals to improve expressive language include: using correct verb tenses, pronouns, and grammar, naming objects, placing items into categories or naming categories, retelling stories or events, answering questions and more

Expressive Language

Pragmatics is known as the use of language in social contexts (knowing what to say, how to say it, and when to say it - and how to "be" with other people).

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Children with pragmatic difficulties may:

• Use language inappropriate or typical of children of their age
• Have difficulty with turn taking, topic maintenance, eye contact
• Engaging in conversation with peers and adults

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Pragmatics (Social Skills)

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• Speech teachers help identify difficulties with language skills that are precursors to literacy.

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• Speech teachers often work on vocabulary and reading comprehension as well as phonemic and phonological awareness.

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Reading and Literacy Skills

Common

Q & A’s

How does School Based Speech work?

School based speech therapy is provided based on the mandate discussed and agreed upon at your child’s IEP meeting.

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The mandate depicts the frequency, duration and group size of the service being provided.

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Speech services can be provided as“pull out therapy” or “push in therapy” in your child’s classroom or in the Speech Therapy Room.

Push in Speech Therapy

Pull Out Speech Therapy

Push-in speech therapy is a collaborative classroom-based and curriculum relevant service delivery model.

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The SLP goes into the classroom to work with the kids in their academic environment

Pull Out Speech Therapy takes place in the Speech and Language Therapy Room.

How do you measure progress ?

Baseline Data is obtained at the start of the

school year and progress is monitored

throughout the school year through

data collection, informal assessments,

classwork, checklists.

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This data helps to generate student IEP goals

and areas of weakness.

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When is my child’s IEP meeting?

• An annual review of your child’s IEP takes place each year.

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• Your child’s special education teacher or related service provider will reach out to you informing you of your child’s Annual Review meeting.

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• At this meeting, you will review progress made and discuss new goals with your child’s team.

Contact Info

Email: Kbuckley3@schools.nyc.gov

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Phone: (718) 324-1924 Ext 1141

Please do not hesitate to reach out to at any time!

I look forward to working with you and your child this year!