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.
Dr. Teressa Chapman
I am working with two middle school students that have mild intellectual disabilities. They are both working on “textual problem-solving.”
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.
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.
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.
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.
After I finish my group lesson in my therapy room, I travel to the self-contained autism classroom.
When my students walk into the therapy room, I have my computer open and waiting, and four students sit down at my horseshoe table.
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.