W3A | Workshop: Supporting upper primary and secondary school clients: Working beyond phonics
Tracks
Grand Ballroom 2
Grand Ballroom 3
Collaborative and/or transdisciplinary practices
| Wednesday, May 24, 2023 |
| 1:30 PM - 3:00 PM |
| Grand Ballroom 2–3 |
Speaker
Mrs Kathryn Thorburn
Language And Learning
Supporting upper primary and secondary school clients: Working beyond phonics
Presentation summary
Background and context
In recent years, changes to funding have meant that Speech Pathology services continue for many clients through their upper primary and high school years. An increasing number of students in mainstream settings have complex medical histories and disability diagnoses. Speech Pathologists are increasingly asked to support literacy and learning through recommendations for strategies and technology tools to allow curriculum access. What does this look like in practice and how can we work collaboratively with the education systems to support optimal student outcomes.
Learning outcomes
Participants will understand
+ the prevalence of language, literacy and learning difficulties in students with chronic and complex medical histories
+ how to implement an evidence-based intervention when there is no evidence for the client population?
+ key research including principles of effective intervention and points of transition
+ technology tools for curriculum access and curriculum adjustment across K-12
Assumed knowledge or experience
It will be assumed that participants have experience with supporting school age students with a focus on learning to read and spell.
Outline of activities
1. Presentation of research update - Incidence | Principles of effective intervention in older students | Syllabus requirements
2. Case studies examples from primary and secondary school settings
3. Practical hands-on activities to explore technology tools for adjustment
Implications for practice
Participants will understand how to provide curriculum aligned intervention for students, utilise technology tools, support student independence and work collaboratively with schools.
Keywords - Inclusion, Curriculum, Access, Technology, Primary-School, High-School
Submission Statement:
We have students in our modern-day classroom with complex medical histories, background experiences and disabilities who are navigating the mainstream classroom setting. Increasingly, therapists are required to reflect and respond to unique single case presentations while ensuring they respect the voice of the client, their family, and the school.
In recent years, changes to funding have meant that Speech Pathology services continue for many clients through their upper primary and high school years. An increasing number of students in mainstream settings have complex medical histories and disability diagnoses. Speech Pathologists are increasingly asked to support literacy and learning through recommendations for strategies and technology tools to allow curriculum access. What does this look like in practice and how can we work collaboratively with the education systems to support optimal student outcomes.
Learning outcomes
Participants will understand
+ the prevalence of language, literacy and learning difficulties in students with chronic and complex medical histories
+ how to implement an evidence-based intervention when there is no evidence for the client population?
+ key research including principles of effective intervention and points of transition
+ technology tools for curriculum access and curriculum adjustment across K-12
Assumed knowledge or experience
It will be assumed that participants have experience with supporting school age students with a focus on learning to read and spell.
Outline of activities
1. Presentation of research update - Incidence | Principles of effective intervention in older students | Syllabus requirements
2. Case studies examples from primary and secondary school settings
3. Practical hands-on activities to explore technology tools for adjustment
Implications for practice
Participants will understand how to provide curriculum aligned intervention for students, utilise technology tools, support student independence and work collaboratively with schools.
Keywords - Inclusion, Curriculum, Access, Technology, Primary-School, High-School
Submission Statement:
We have students in our modern-day classroom with complex medical histories, background experiences and disabilities who are navigating the mainstream classroom setting. Increasingly, therapists are required to reflect and respond to unique single case presentations while ensuring they respect the voice of the client, their family, and the school.
