speech language pathologists

Speech-Language Pathologists (SLPs) perform a vital role in elementary and secondary schools by focusing on helping students with a wide range of speech-language related problems to meet performance standards, the Pioneer Board of Education learned at its Feb. 1 regular meeting.

Shannan Weimer, Certified Speech-Language Pathologist at Delevan Elementary School, was joined by colleagues Jenni Smith  (SLP at Arcade Elementary) and Emily Spalti (SLP at Pioneer) in explaining how SLPs address the speech and language foundations of curriculum learning for students who are at risk for school failure, or those who struggle in group settings. 

"Our work includes prevention, assessment, intervention, and program design efforts that are integrated within a school to meet the needs of all students," Ms. Spalti said.

Ms. Spalti said some of the areas supported by SLPs include: 

  • Speech Sound Delays/Disorders – How we say sounds and put sounds together in words

  • Language – How we understand what we hear or read and how we use words to tell others what we are thinking

  • Literacy – How well we read and write. SLPs can support the transition from oral language to written language.

  • Social Communication – How well we follow the social rules when communicating with others.

  • Speaking Fluency – How well speech flows. Also called stuttering.

  • Voice – How our voice sounds – pitch, loudness and resonance

Ms. Spalti said other ways SLPs provide support are: 

  • Speech Improvement/Language Improvement Program: Pull-out – Quick Artic individual or small group sessions

  • Committee on Special Education (CSE)Pull-out - Individual or small group session; Push-in – Individual or small group session; Consultation – Direct or Indirect; Teletherapy

  • Response to Intervention Universal Push-in programs: UPK and Kindergarten

Mrs. Smtih explained why the SLPs developed push-in interventions for all students in kindergarten and UPK.

"Current research supports the interrelationships across the language processes of listening, speaking, reading, and writing," she said. "Also, this year concerns have been noted in our youngest students likely related to the impact of the pandemic. We felt it was time to update our programs and even expand them."

Rhyme Time, a program for UPK students, is showing promise.  "A substantial body of research exists that tells us phonemic awareness can significantly bridge the critical gap between inadequate preparation for literacy and success in beginning reading. Also, stronger phonemic awareness leads to better speakers and stronger readers<" Mrs. Smith said. 

The SLPs shared classroom videos illustrating UPK Rhyme Time and the kindergarten Letter/Sound push-in program.

ABOVE: A still-shot from a video shared with the Board of Education shows Shannan Weimer, Speech Language Pathologist, practicing with kindergarten students.

Mrs. Weimer said, "In kindergarten students are learning to read and write words. Research tells us that if students are not saying all the sounds in words correctly it may be harder to learn to read and write.  To support the success of all kindergarten students with reading and writing, we created a program to reinforce the relationship between speaking and reading/writing, introduce the speech helpers, and teach how to correctly produce all letter sounds."