Input+from+Sharon+pgs+2,5,8,11

__ Page 2 / Recommendations __ Miguel should be referred for a hearing and auditory processing evaluation. Miguel’s English language skills (compared to his Spanish language skills) should be assessed to determine if he needs English as a second language services. Miguel should work with a speech and language pathologist to address his needs in the areas of receptive and expressive language. __ PLOP – Pages 4 and 5 __ __Cross area considerations: (__these don’t go on the form; they are just comments about the impact of the speech and language issues) Speech articulation issues, sloppy eating and possible sensory issues (food on face, nose running) may be related. In the classroom, issue with following directions is likely to be related to receptive language issues. Academic issues overall are likely to be caused in part by poor receptive and expressive language skills. Specifically, reading issues with alphabet sounds and reading words are likely to be caused in part by poor receptive and expressive language skills. Peer relationship issues are likely to be exacerbated by poor receptive and expressive language skills.
 * __Speech / Language Pathologist Input__** (Sharon Poole)

Page 5 / Communication (section) __Present__ Expressive vocabulary 72 (average 85-115) Numerous articulation errors, inability to express five phonemes Cannot express alphabet sounds Narrative skills exhibit delay in development of expressive language morphology, syntax and semantics Receptive skills are delayed as demonstrated by inability to follow verbal directions of more than one simple step. __Strengths__ Miguel is a willing joke and story teller. __Concerns/Needs__ Miguel needs to build his expressive vocabulary, develop his ability to use the correct word, and improve his contextual language usage. He needs to be able to use all types of sentences correctly. Miguel needs to be able to make the alphabet sounds and articulate all phonemes correctly. He needs to improve his receptive language skills so that he can understand several (age appropriate) sentences in sequence. __Impact__ Miguel’s expressive and receptive language weaknesses are limiting his ability to follow directions in class, to understand class content conveyed verbally, to develop positive peer relationships and to interact appropriately with peers.

Page 8 / Accommodations and Modifications Environment: Miguel’s desk should be placed near the teacher to allow her to ensure he has understood directions. Instructional Strategies: When giving verbal instructions or content the teacher should ensure that she has Miguel’s attention, use short simple sentences and clearly emphasize important words. Following verbal directions the teacher should have Miguel demonstrate that he understands. When giving directions the teacher should use visual techniques such as demonstrating the task, using pictures, etc. Content should be presented using visual aids rather than only verbally. Miguel should be asked to repeat the content back to the teacher or demonstrate his understanding in some other way. Use computer-based learning to build vocabulary and develop both expressive and receptive language skills.

Page 11 / Services Related services - Speech and Language Therapy Goal # 1 (We will need to cross reference the goals to the services. Each goal will have a number.) Frequency – 2 times/week Responsible Staff – Speech Pathologist Service Implementer – Speech Pathologist Start Date – May 1, 2010 End Date – open ended Site – 2 Description – Individual