Do you have a student with multiple sound errors? Are you unsure of where to start because there are so many sound errors and you have a difficult time understanding their speech? If you said yes to any of the above your student may be experiencing a phonological processing disorder.
Your student may have more than a simple articulation delay, such as struggling to produce the /r/ or /l/ sound.
They may actually have a phonological disorder which is when a student has not learned the rules for how sounds fit together in order to make words and in turn uses certain processes to simplify words.
Self-advocacy is the ability to speak up for yourself or on the behalf of someone else or for a cause. It is also the ability to know your rights and responsibilities and to reach out to others when you need help or support. When you self-advocate you have the ability to be assertive as well as negotiate for one’s self, others, or for a cause.
Teaching our students to self-advocate during community outings is an important skill to get their needs met.
The English language is funny. It has all of these rules and then for each rule, it has its exceptions aka irregulars. In the English language when a noun becomes plural you simply add an -s or -es, however, there are irregular plurals that do not follow that simple rule.
Students who act out in aggressive behaviors often do so because they struggle with identifying solutions to their problems. A Problem-Solving Wheel can help teach your students to learn how to independently solve a problem.
Wordless videos are a fun and entertaining way to get your students learning and talking. Using wordless videos to teach problem-solving is a great way to keep your students stay engaged all while working on their goals.
How many times a day do you find yourself saying such things as “listen carefully” or “pay attention”? It is these requests that we give our students on a daily basis. However, many times we have yet to actually stop and explain to the child our expectations to these requests. When a student doesn’t follow our expectations we often feel frustrated or annoyed and assume they aren’t being a good listener when in reality they may not know you want them to stop fidgeting with their hands, or to make more eye contact to show with their body that they are actively listening. We have to teach whole body listening.