The following interview was done with Cindy Simpson, who is the Special Education Teacher with Tuolumne County Superintendent of Schools working at Blue Bell Head Start/State Preschool Site.
Interview Questions
1. What experience do you have working with language disorders?
I work with students who have handicap conditions, Autism, and developmental delays. I also work with children who are both nonverbal and/or have emerging verbal skills.
2. Explain some forms of language assessment that you use with children?
Review PLS, Preschool Language Scale, from the SLP (Speech and Language Pathologist). Use language samples from observations, use assessment screening tools like Brigance or Giselle, answering functional questions. Have children classify objects and explain the function of the object as well. Associating objects or people with actions.
3. How do you work to meet the language goals of all your children in your class individually?
I review current assessments melding standardized assessments, observations, language samples, SLP reports, developmental assessments, use classroom strategies that emphasize language development throughout the day. Language goals are worked on in the student’s natural class environment with both structured and free play activities. Modeling and prompts and provided at each child’s individual level to build on skills. Review current goals and make sure to focus on areas of need throughout the day. Goals are provided for all classroom staff.
4. What techniques or strategies do you use to encourage language development?
Total communication includes picture communication systems and schedules; sign language; verbal prompting, modeling and visual ques.
5. What features of your physical space promote language development?
Classification by specific play areas, example would be the play kitchen-food, utensils, cookware. In the block area have children use prepositions (on, in, over, under), transportation items, art area-colors, concepts, patterns. Sensory tables-textures and measurements.
1. What experience do you have working with language disorders?
I work with students who have handicap conditions, Autism, and developmental delays. I also work with children who are both nonverbal and/or have emerging verbal skills.
2. Explain some forms of language assessment that you use with children?
Review PLS, Preschool Language Scale, from the SLP (Speech and Language Pathologist). Use language samples from observations, use assessment screening tools like Brigance or Giselle, answering functional questions. Have children classify objects and explain the function of the object as well. Associating objects or people with actions.
3. How do you work to meet the language goals of all your children in your class individually?
I review current assessments melding standardized assessments, observations, language samples, SLP reports, developmental assessments, use classroom strategies that emphasize language development throughout the day. Language goals are worked on in the student’s natural class environment with both structured and free play activities. Modeling and prompts and provided at each child’s individual level to build on skills. Review current goals and make sure to focus on areas of need throughout the day. Goals are provided for all classroom staff.
4. What techniques or strategies do you use to encourage language development?
Total communication includes picture communication systems and schedules; sign language; verbal prompting, modeling and visual ques.
5. What features of your physical space promote language development?
Classification by specific play areas, example would be the play kitchen-food, utensils, cookware. In the block area have children use prepositions (on, in, over, under), transportation items, art area-colors, concepts, patterns. Sensory tables-textures and measurements.