It’s the first day of speech therapy for the entire school year. I have four students in the 3rd grade. These students were on my caseload last year, so I am familiar with them.
Example | Language & Articulation in Self-Contained Setting
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Dr. Teressa Chapman
Example | Narrative Language in Middle School Resource Setting
I am working with two middle school students that have mild intellectual disabilities. They are both working on “textual problem-solving.”
Example | Learning Disability in Resource Setting
I see three of my middle schoolers with learning disabilities in the resource room. These students are doing a lot of work in the literacy and narrative language domains.
Example | Tiered Reading Intervention in Classroom Setting
I frequently visit the 2nd-grade reading teacher’s class. A few of my students are in tiered intervention for reading. There is a station set up for me to work with two students at a time.
Example | Social Pragmatics in Autism 1:1 Setting
I go into the self-contained autism classroom. I am working with a student who is a speaker; he demonstrates a lot of echolalia but does have a lot of language.
Example | Social Communication in a Homogenous Therapy Setting
I have three 5th graders who are working on refining social skills. Luckily, it works out that I can put them all in the same group so they can practice together.
Example | Vocabulary in a Self-Contained Setting for Autism & Intellectual Disabilities
After I finish my group lesson in my therapy room, I travel to the self-contained autism classroom.
Example | Vocabulary in a Mixed Group Therapy Setting
When my students walk into the therapy room, I have my computer open and waiting, and four students sit down at my horseshoe table.
Example | Articulation in the Self-Contained Setting
I see multiple students for speech therapy in the autism room. Some have goals to grow their speech production, work on apraxia, or on articulation errors as part of their IEPs.
Dr. Teressa Chapman
Dr. Teressa Chapman is a special education leader with two decades of experience. Teressa has served as a special education teacher, grades K-8, and also has experience serving in administration in K-12. Dr. Chapman also has extensive knowledge with supporting pre-service and graduate-level teachers with best practices and individualized support through experience with her own nonprofit and higher education roles. Teressa has a passion for innovation and integrating technology into supporting students. Her doctoral dissertation research focused on blended learning interventions for vulnerable groups. Teressa is thrilled to be part of the innovation taking place at Amplio, and is excited to use her knowledge and expertise to support partners with individualized support utilizing effective interventions for their students.