In this episode, Lindsay Sharpe, a speech-language pathologist who works in the Louis Riel School Division out of Winnipeg, MB, returns to continue her conversation on AAC use. She identifies the increase in the number of students with communication disorders in her school division and working to have sufficient intervention and programming for these students. She describes this new pressure put on school teams to ensure that they're getting the programming, the intervention and the goals set for them that they really need. She explains how support teams can adapt to AAC users' unique needs using this complex system of communication.
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In this episode, Lindsay Sharpe, a speech-language pathologist who works in the Louis Riel School Division out of Winnipeg, MB, returns to continue her conversation on AAC use. She identifies the increase in the number of students with communication disorders in her school division and working to have sufficient intervention and programming for these students. She describes this new pressure put on school teams to ensure that they're getting the programming, the intervention and the goals set for them that they really need. She explains how support teams can adapt to AAC users' unique needs using this complex system of communication.
Episode 20: Shining Lights on Complex Communication Disorders
Speech-Language & Audiology Canada (SAC)
44 minutes 17 seconds
1 year ago
Episode 20: Shining Lights on Complex Communication Disorders
In episode 20, join Dr Lisa Archibald as she speaks with Chris Matthews and Donna Moser, an S-LP duo working at Thames Valley District School Board out of London, ON. They specialize in working with patients that have complex communication needs.
They also discuss their role in teaching kids with special needs how to read – through the science of reading.
Speech-Language & Audiology Canada (SAC)
In this episode, Lindsay Sharpe, a speech-language pathologist who works in the Louis Riel School Division out of Winnipeg, MB, returns to continue her conversation on AAC use. She identifies the increase in the number of students with communication disorders in her school division and working to have sufficient intervention and programming for these students. She describes this new pressure put on school teams to ensure that they're getting the programming, the intervention and the goals set for them that they really need. She explains how support teams can adapt to AAC users' unique needs using this complex system of communication.
