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 30: Shining Lights on Literacy-Based Language Intervention
Speech-Language & Audiology Canada (SAC)
54 minutes 27 seconds
8 months ago
Episode 30: Shining Lights on Literacy-Based Language Intervention
Olivia Colosimo and Leah Schwartzentruber, guests from Episode 27, return in this special episode to continue the discussion on their work with the Thames Valley District School Board. They describe their resource on Literacy-Based Language Intervention, a multi-tiered system of support to provide services and connect communication-based goals to classroom-based expectations.
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.
