Mrs. Schwanz (Speech & Language)

Welcome to Speech and Language Services

Speech / Language Services

Students from kindergarten through 12th grade may be found eligible for speech/language services if their communication skills are adversely affecting their educational performance. Eligibility is a team decision with parent(s), teacher(s), and the speech/language pathologist (SLP) serving as team members. Prior to receiving services, it is suggested that students receive interventions to target areas of concern. This is initially provided by the teacher with the SLP serving as a consultant. If little to no progress is noted, with parent permission, the child may receive direct interventions with the SLP for a given period of time.

Areas of Service

Speech/language deficit areas and how problems can affect academic performance: (taken from Speaking of Speech. com, Inc.2002)

Articulation the production of speech

Good articulation skills are required for verbal expression in all curricular areas.  Multiple articulation errors can indicate a disordered phonological system which could impact spelling and reading.  Noticable differences in speech production can have a negative impact on self-confidence, peer relationships, and vocationa/career opportunities.

Oral Motor: oral/facial neuro-motor functioning for speech and non-speech tasks

Disorders in muscle tone, movement, and sensation of the articulators may affect speech production, chewing, drinkin, swallowing, and the ab ility to manage saliva.  Severe disorders may affect self-confidence, and limit social and vocational/career opportunities.

Voice:  pitch, quality, and volume

Noticeable differences in vocal pitch, quality, and volume can affect self-confidence and peer relationsihps.  Poor vocal hygiene can lead to lasting physical changes of the vocal folds.  Voice differences can be a symptom of medical concerns.

Fluencysound/syllable repetitions, blocking, use of conversation "fillers"

Dysfluency can inhibit participation in classroom and extracurricular activities and affect peer relationships, Vocationall/career choices may be limited, despite the individual's competency levles in non-speech areas.

Auditory Processingattention memory, auditory discrimination, sound blending, sequencing

Deficits in these skills can affect performance in all academic areas that invovlve auditory reception and processing of curricular material and following oral directions. Spelling and reading may be affected by difficulty analyzing and applying the phonemic code.

Semantics:  work knowledge including vocabulary, defnitions, multiple meanings, concepts, categorization, comparisons, synonyms, antonyms, analogies

All areas of communicaiton (listening, speaking, reading, writing) are affected by weakness in semantic skills, thereby impactin all areas of the curriculum.

Morphology:  word knowledge including prefixes, suffixes, regular and irregular changes to root word to express quantity, tense, comparative relationships, and function of word (suject, object, possessive, modifier, etc).

All areas of communicaiton (listening, speaking, reading, writing) are affected by weakness inmorphology, thereby impacting all areas of the curriculum.

Syntax:  rules related to parts of speech, word order, and sentence construction

The knowledge of grammatical rules is essential for receptive and expressive language. Deficits in syntax impact on the ability to comprehend, analyze and produce language effectively.

PragmaticsSocial appropriateness of interactions, nonverbal communication, making inferences, executive functioning, critical thinking.

Deficits in these skills affect listening, problem solving, reading comprehension, study skills, decision making, oral and written language and social relationships.

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