A recent survey of the leadership of teachers indicated that many teachers feel inadequately prepared to implement inclusive education and view increased collaboration with specialists as essential to building their capacity in this area.Many educators not feel prepared to teach children with disabilities. Many are not aware of how best to support students with speech, language and communication needs in classroom. SLP plays an integral role in working with classroom teams to ensure that content is presented in a variety of forms that teaching strategies promote active attention and engagement, and that students have various opportunities and modalities to communicate and to share information. Therapists identified a broader range of competencies as a result of the shift from the medical model of support to the educational or social model of support. Therapists need to have knowledge about school systems, school culture, and curriculum, understand the demands of the curriculum on the learner’s language and communication skills.Collaboration of SLP with teacher direct support & indirect support involved together.

1. Presenter
Anshita Singh

3.  “All students attend and were welcomed by
neighborhood schools in age appropriate,
regular classes and are supported to learn,
contribute, and participate in all aspects of the
life of the school”(Inclusive Education Canada,
2015)

5.  A recent survey of the leadership of teacher's
indicated that many teachers feel inadequately
prepared to implement inclusive education and
view increased collaboration with specialists as
essential to building their capacity in this area.
 Educators are highly knowledgeable about
curriculum and instructional design
 Many educators not feel prepared to teach children
with disabilities.

6.  Many are not aware of how best to support
students with speech, language and
communication needs in classroom.
 SLP plays an integral role in working with
classroom teams to ensure that content is presented
in a variety of forms, that teaching strategies
promote active attention and engagement, and that
students have various opportunities and modalities
to communicate and to share information.

7.  Therapists identified a broader range of
competencies as a result of the shift from the
medical model of support to the educational or
social model of support.
 SLP were criticized for
-not being supportive part of the educational process
-giving low priority support & sharing knowledge
with teachers, parents , other professionals and the
community.
-They were afraid of losing their professional
identity

8.  They were confused about their role as, they are
here to facilitate the educational outcomes required
or to improve articulation skills.

9.  Therapists need to have knowledge about
- the school systems
- school culture
-about curriculum
-understand the demands of the curriculum on the
learner’s language and communication skills.

11.  Direct support involved
-assess individual learners in order to set goals for
interventions that are clearly related to educational
outcomes
-evaluate and record the outcomes and describe them
to others
-set functional goals that improved functioning in
school including improved articulation in the school
environment
-undertake preventive activity, identifying at risk
learners & screen learners with particular problems

12.  Indirect support involved
-needs skills to work with teachers
-to work in the classroom and with the broader
education system
-ability to modify the curriculum
-ability to manage their time to meet teachers and others
they are collaborating with
-ensures that the intervention is done properly without
risk to the student

14.  Teach parents, assistants, other professionals
 Develop a partnership with parents and other professionals
 Teaching breathing exercise, relaxation techniques, oral exercise,
modeling for correct articulation, use of assistive devices, hearing aids
 Motivate the parents to use the particular strategies by appropriate
explanation
 Explain their role to parents, teachers and the community
 Need to be able to use appropriate terminology, not only medical terms in
all their explanations
 Play an important role in joint decision making as they assess, plan, make
decision and implement them as a team
 Need skills to resolve conflicts that can arise in the team

15.  Therapist need to communicate and work with parents,
siblings, teachers, workers, extended families,
educational assistants, community organization , and
school governing bodies.

16.  Therapist need to demonstrate
-demonstrate their respect for the teachers, parents and assistants
-able to share what they know with them
-show empathy and able to identify the emotions others are
experiencing
-listen to parent's belief about

17.  Name- XYZ
 Class- 2nd
 Diagnosis- Moderate stuttering
 Speech characteristics-Repetition, e.g., "b-b-baseball."
 Prolongations,
 Silent blocks,
 Secondary behavior- eye blink and tapping

20.  Ask him to practice inhalation and exhalation, as well
as deep breathing with the students
 Ask him to practice taking a deep breath in and then
slowly exhaling while saying a single word. Gradually
increase to speaking in longer phrases and sentences
while using gentle exhalations.
 Help him identify when has stuttered
 When he stuttered during reading or conversation ask
him to reread that word or sentence or reproduce that
word or sentence till that he can produce fluent speech

21.  Identify where in the speech mechanism
physical tension is and release it.
 Along with speech characteristics try to reduce
secondary behavior as eye blinking and tapping
 In the end of the class he has to answer few
questions or word meaning or fill in the blanks
asked by the teacher which is related to the
chapter

22.  In next class he has to explain that chapter to his
classmates
 We can give him few worksheets or homework to
check his progress as in written form

23.  Motivate your child every time
 Give him opportunities to speak
 Try to reduce his fear related to his speech
 Speak with your child in an unhurried way,
pausing frequently
 Use your facial expressions and other body
language to convey to your child that you are
listening
 Helping him in breathing and relaxation
excercises

24.  Periodically meet with the teachers and speech
therapist
 Above all, convey that you accept your child as he
is