STRATEGIES FOR MINIMIZING DIFFERENCES

• Model acceptance. Show by your actions that a child exhibiting a speech and/or  language disorder (or difference) matters just as much as the typically developing peers. Do not allow others to tease, imitate, or label the child. He understands more than he can say. 

• Model appropriate speech and language for your students. Never use "baby talk." Use well-formed sentences that are a little longer than his. Try to keep your speech clear and unhurried. 

• Establish a NEED to communicate in the classroom. Remember, communication isn't always verbal. 

• Listen attentively as the child speaks to you. Come to the child's eye level and maintain eye contact. 

• Repeat to the child what you understand him to be saying, even if it's only one word. 

• Provide a wide variety of language experiences to increase chances of success.  Seek assistance from the speech-language specialist to identify specific strengths and weaknesses so that activities can build on success. 

• Keep in close contact with family members who can inform you about special events that the child may attempt to communicate to you in the classroom.

• Give the child opportunities to speak without interruption or pressure. Wait patiently for the thoughts to be completed. Don't require that the child speak before the group, visitors or strangers unless he wish to do so. 

• Gain eye contact/attention before giving directions. Group directions may be difficult to follow and may need to be repeated to the child individually.

• Use natural gestures to enhance your verbalizations with "visual meaning". 

• Help the child identify "important" sounds vs. "not important" sounds so that the child knows exactly what to listen to. 

• Work closely with the speech-language specialist to assure practical application of targeted skills.

• Show the child how proud you are of his progress in discovering and using new sounds and words. Reward him with smiles, hugs, and complements often!

 

© Parent-Child Services Group, Inc.
Valerie Pomy, M.A., CCC-SLP
Permission to copy for educational purposes.