Hana Wasel 1503/3 Orchid Avenue Surfers Paradise, QLD 4217 Ph.041133813 4th September 2015 Jo Adsett 30 Mary Street Brisbane Qld 4000 Dear Ms.Jo Adsett, I would like to express my strong interest in the permanent position as a speech-language pathologist as advertised on the DETE website. I believe that my qualifications, skills, experience, and personal attitude put me in a perfect position to fulfil the role you have advertised. My qualifications include a Bachelor of Arts (Education) and a Master’s of Speech Pathology in December, 2015. As a student I am currently completing a block placement at Robina Health Precinct and Gold Coast University Hospital. During my undergraduate and graduate studies, I have had multiple opportunities to …show more content…
Throughout my clinical placements in various paed settings, I have demonstrated competency in identifying and managing communication and swallowing disorders using informal and formal assessment. I have extensive experience working with children with language impairments. As a student clinician at Biggera Waters State School, I developed and led weekly therapy sessions with students with various communication disorders. I also had a clinical placement at Child psychology and Speech Therapy, where I ran group therapy sessions for late talkers. In addition to designing and implementing suitable therapy programs for each client, I have furthered my knowledge base constantly by reviewing up to date evidence based practice information in the field of speech …show more content…
I demonstrated my innovative approach to tasks by evaluating current speech therapy practices including my recent enhancement of the “support a talker” resources used in classrooms to promote language skills. I was responsible for developing fun games that promote language skills that are suitable for grades prep- year 5. The games required were essential and needed to be fun and easy to use. I was also responsible for training support staff to administer the games. Before undertaking this project, I collated information from teachers regarding what the students in the classroom would benefit from most, and then I developed the games using the feedback from teachers and national curriculum standards. I grouped the games by grade level and created directions on how to play each game so that any person with/without training can simply read the information and play the game. My clinical educator, school principal, and teachers were very satisfied with my work. I continue to seek opportunities to develop my skills towards Education Queensland’s service delivery area, which ensures every student is learning and achieving within a safe, supportive inclusive and disciplined learning
Such an approach is preferred if the child reveals secondary behaviours or when the child is aware of his/her. This decision of choosing direct therapy will depend on the amount of stuttering that is been observed as well as the impact the stuttering has on the child’s attitude and psychology towards communication. Direct therapy focuses specifically on the child's stuttering. Within all cases parents should encourage their children and most importantly expect any disfluency issue a child might have. Direct therapy, targets speech disfluencies by speech and language therapists and parents, if the parents have been directed by a professional speech and language therapist. Specifically, in contrast with indirect approach, direct approach focuses on the disfluency of the child by correcting and working on the stutters with the SLT or the parents if they have been directed by an SLT. Direct therapy mostly focuses on breathing techniques, managing reduced speaking rate, encouraging pauses when taking turns in conversations and motivating the child by letting him/her finish speaking without any interruption. Two approaches in direct therapy are the fluency shaping and the
The purpose of Application of a Motor Learning Treatment for Speech Sound Disorders in Small Groups was to evaluate the effectiveness of motor-learning based therapy, also called Concurrent Treatment, within groups of up to four elementary public school students with disordered articulation, normal language, and normal hearing. The authors of this paper recognized that while many studies have been done to determine the efficacy of students in individualized therapy settings, few studies had been done to look at therapy within small groups. Therefore, the researchers tested twenty-eight 6-9 year old children within a small group using Concurrent Treatment. The children were able to acquire their targeted speech sounds within 40 30-minute sessions (20 hours over 20 weeks).
I also volunteer, assisting students with various developmental and learning disabilities complete their educational tasks (e.g. homework and test preparations). In the past, I’ve worked as a teacher’s aide in the Buffalo, NY public school system and as an undergraduate assistant in the Buffalo State Speech-language and Hearing Clinic. I plan to become a school-based SLP preferably in the Washington, D.C. area. I have great interest in working in the public-school system because I believe that it will allow me to reach and assist a large array of children with a wide variety of unique needs. I am particularly passionate about assisting children that come from socioeconomically disadvantaged backgrounds because I come from one myself. I also believe that children are often misdiagnosed with language or speech impairments because they use a vernacular that is different from mainstream English or because they fail standardized tests that are not culturally appropriate for them. Correspondingly, a child’s language or speech impairment can be overlooked because they use a vernacular that differs from mainstream English. As a school-based SLP, I will strive to ensure that all children receive the appropriate services they require, warranting that they become proficient communicators and will be able to use their skills to enhance their lives and contribute to society. Nothing will give me more gratification than to help children make greater use of their communicative
At Clarke I currently teach in a self contained classroom of four year old children that are deaf and hard of hearing who are learning to listen and speak. I assist under the direction of the classroom teacher in planning, preparing and executing lessons in a listening and spoken language approach. I have the opportunity to record, transcribe and analyze language samples on a daily basis. In addition, I facilitate the child's communication in the classroom and ensure carryover of activities between the classroom and individual speech therapy sessions. Every week I contribute and participate in meetings with the educational team to discuss each child's progress using Cottage Acquisition Scales of Speech, Language and Listening (CASSLLS).
Lee, Hepburn, Mares, Hoffman, Squire, and the American-Speech-Language-Hearing Association all dove into the topic of how important speech pathology is, especially in the school systems. Lee and Hepburn brought up the important fact that speech programs have actually been taken out of more schools instead of being spread throughout the systems. Mares, Hoffman, Squire, and the American-Speech-Language-Hearing Association all gave us more insight to the world of speech pathology. Now we must go out and use that insight to spread, not take away from programs that are built to aid those in
Owens, Robert E., Dale E. Metz, and Kimberly A. Farinella. Introduction to Communication Disorders: A Lifespan Evidence-Based Perspective. Four ed. Upper Saddle River: Pearson Education, 2011. 194-216. Print.
First of all, despite the evidence, very few were convinced that facilitated speech could be untrue or ineffective. An interview with the founder is the strongest example of belief perseverance in...
When a problem is noticed by parents or teachers a child gets diagnosed based on his/her difficulties. Sometimes a diagnosis may not be possible, or necessary. Many children with milder SLCN (speech, language and communication needs) can be supported well in their school or nursery setting, or respond well to general support strategies, and they don’t need specific help.
"Teaching Games for Understanding ." Teaching Games for Understanding . N.p.. Web. 16 Sep 2013. .
I had known for years that I wanted to work in the health care field, but I always believed it would be as a doctor. I watched for the first few years of my brother’s life as he struggled with different health challenges such as being born premature, having croup and breathing difficulty, and speech impairment. Watching my brother struggle and then being able to overcome these difficulties, as well as seeing other children around him who were not as fortunate, really pushed me even at a young age to make a difference. My family, both immediate and extended, were very supportive, and I felt a real positive push towards working hard to achieve that goal of working in health care. In high school, I was fortunate enough to do a cooperative placement at the Peterborough Regional Health Center’s Intensive Care Unit. Through observing rounds and being in the medical setting, I truly knew this is where I wanted to
It’s interesting to know that clinics like the one I volunteer for are approved by the Department of Education and can provide additional services to children who need them. I have been told by quite a few people that in the past, speech-language pathologists had to know a little bit of everything, and while that still holds true today, specialized speech-language pathologists are becoming more of the norm. The American Speech-Language-Hearing Association offers SLPs the opportunity to receive their Clinical Specialty Certification, which is a step beyond the Certificate of Clinical Competence. These areas include Child Language and Language Disorders, Fluency and Fluency Disorders, Swallowing and Swallowing Disorders, and Intraoperative Monitoring; Auditory Verbal Therapy (AVT), what the SLP that worked with Student A was certified in, is governed by the Alexander Graham Bell Academy for Listening and Spoken Language. As a future speech-language pathologist, I will be able to refer a child whose speech and language issues go beyond hearing loss to the appropriate SLP and work collaboratively with him/her; educators will be able to advocate for their
If we can harness/utilize the energy, motivation and sheer potential of their game-play and direct it toward learning, we can give students the tools to become winners in real game of life.
This framework is used by ECE to guide and develop quality education programs. Upon planning a learning experience, small group or whole class experience, I have effectively incorporated one or more of the learning outcomes. The EYLF is made up of principles, practices and five outcomes which enhance and develop a child’s learning through play-based experiences (EYLF, 2009, p.9). Each outcome contains sub-strands which guide your experience and focus on the child’s social and emotional development, as well as language, numeracy and literacy skills (Commonwealth of Australia, 2017). Using the EYLF as a curriculum framework allowed me to develop and create skilled appropriate lessons, experiences which challenged and captivated the children’s attention, and I gained appropriate information to assess the children’s individual abilities (Australian Government: Department of Education and Training,
Oral language is the creation of messages produced with vocals, as opposed to written text or gestures. Today much of our communication is handled orally, especially for students in early years of school that are unable to read and write but must communicate with their teachers. In later years, oral language is heavily focused on in school and students are encouraged to share their opinions mid class and give presentations. This is to prepare students for situations in society and at the workplace where they must be able to communicate clearly and efficiently. Generally, students are expected to possess some level of oral language capability entering kindergarten, which teachers are then expected to build upon (Solley, 2014). Students initially build their oral language capabilities from the millions of words that they hear from their parents and home environment. With different home environments, this leads to varied levels of capabilities between students (Snow et al., 2012, p. 496). To get every stu...
Communication is very crucial in life, especially in education. Whether it be delivering a message or receiving information, without the ability to communicate learning can be extremely difficult. Students with speech and language disorders may have “trouble producing speech sounds, using spoken language to communicate, or understanding what other people say” (Turkington, p10, 2003) Each of these problems can create major setbacks in the classroom. Articulation, expression and reception are all essential components for communication. If a student has an issue with articulation, they most likely then have difficulty speaking clearly and at a normal rate (Turkington, 2003). When they produce words, they may omit, substitute, or even distort sounds, hindering their ability to talk. Students who lack in ways of expression have problems explaining what they are thinking and feeling because they do not understand certain parts of language. As with all types of learning disabilities, the severity can range. Two extreme cases of expression disorders are dysphasia and aphasia, in which there is partial to no communication at all (Greene, 435, 2002). Individuals can also have a receptive disorder, in which they do not fully comprehend and understand information that is being given to them. They can experience problems making sense of things. “Children may hear or see a word but not be able to understand its meaning” (National Institutes of Health, 1993, p1). Whether children have difficulty articulating speech, expressing words, receiving information, or a combination of the three, there is no doubt that the tasks given to them in school cause frustration. These children experience anxiety when...