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.
Pleins Feux Ep 4 - Chantal Desmarais et Véronique Caron
Speech-Language & Audiology Canada (SAC)
51 minutes 28 seconds
1 year ago
Pleins Feux Ep 4 - Chantal Desmarais et Véronique Caron
Au cours de cet épisode, Chantal entretien avec les lauréats du Prix innovation sociale-Desjardins 2023 qui discutent leurs recherche et expériences, notamment sur le trouble développement du langage.
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.
