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Case Study:
Emily

9-year-old who has received speech-language therapy for a while. She struggles with producing certain sounds and still has difficulties with /l/ and /r/. She is making progress and enjoying her work with the SLP. She is encouraged to try out for the school play and is hopeful of resolving her speech problems before then. Emily’s parents were recently informed that she is no longer eligible for an SLP unless the effects of her speech difficulties had a clear educational impact. Her parents cannot afford for her to see an SLP privately and she is considering not trying out for the school play.

After reading the case study, answer the following question.

1. What does the term education impact mean to you? What are some obvious and less obvious ways a communication disorder can affect a child’s educational performance?
2. Emily’s parents are considering appealing to the school to pursue her right to special education services. Do you think they will be successful in their appeal? What factors might affect the likelihood of success?
3. What is Due Process? How can this be beneficial to Emily’s parents?
4. As Emily’s Intervention Specialist, do you recommend that speech services should be discontinued?
5. How are speech sound disorders (SSD) classified?

Recap Case Study:

Emily

9-year-old who has received speech-language therapy for a while. She struggles with producing certain sounds and still has difficulties with /l/ and /r/. She is making progress and enjoying her work with the SLP. She is encouraged to try out for the school play and hopes to resolve her speech problems before then. Emily’s parents were recently informed that she is no longer eligible for an SLP unless the effects of her speech difficulties had a clear educational impact. Her parents cannot afford to see an SLP privately, and she is considering not trying out for the school play.

Part 2.1
As Intervention Specialists, we create specific lessons and interventions for our students to address their deficiencies. Create 3-4 interventions that will address Emily’s difficulties producing sounds with /I/ and /r/. Ensure that your interventions/lessons are clear and detailed, providing step-by-step instructions for each. (25 pts.)
Part 2.2
At your school, interview a Speech Pathologist and discuss your chosen interventions. If you are not in a school, research local facilities that offer speech services and document your interview. Suggested questions to ask for both, as well as information required, are the following:
• What interventions are provided to students with speech deficiencies like Emily?
• How are interventions documented?
• How are interventions modified to increase proficiency?
• What is the qualification of becoming a Speech Pathologist?
• What resources are provided to families for home intervention and practice?
• Required for verification: Ensure that you provide the name of the person interviewed, the name of the school or service provider, phone number, and address.
• Write a 1-page summary of your interview.
Weeks 4/5 Activity: Developing High Quality IEPs (MO 1, 2; CO 4)
Go to the IRIS center and complete the assessment https://iris.peabody.vanderbilt.edu/module/iep01/#content

IEPs: Developing High-Quality Individualized Education Programs
This module details the process of developing high-quality individualized education programs (IEPs) for students with disabilities. The module discusses the requirements for IEPs as outlined in the Individuals with Disabilities Education Act (IDEA).
IEP Writing Project Due April 30
The target of this assignment is to have teacher candidates authenticate their knowledge of the IEP writing process required for the development of appropriate Individualized Education Programs (IEP) for students with mild to moderate disabilities. will collaboratively produce an IEP that is appropriate for the imaginary student (Mikayla Baxter from the sample MFE provided in the resources below), and will explore each section of the IEP and the criteria that is required by State of Ohio. Teams will use curricular resources and evidence-based practices to demonstrate their ability to write an appropriate IEP for the special education student with mild to moderate exceptional learning needs. Sample ETR will be provided, along with Ohio IEP forms.
See sample MFE/ETR to base IEP on below, along with grading rubric and other resources.

Sample Answer

Compelling correspondence is essential to the achievement all things considered but since of the changing idea of the present working environments, successful correspondence turns out to be more troublesome, and because of the numerous impediments that will permit beneficiaries to acknowledge the plan of the sender It is restricted. Misguided judgments.In spite of the fact that correspondence inside the association is rarely completely open, numerous straightforward arrangements can be executed to advance the effect of these hindrances.

Concerning specific contextual analysis, two significant correspondence standards, correspondence channel determination and commotion are self-evident. This course presents the standards of correspondence, the act of general correspondence, and different speculations to all the more likely comprehend the correspondence exchanges experienced in regular daily existence. The standards and practices that you learn in this course give the premise to additionally learning and correspondence.

This course starts with an outline of the correspondence cycle, the method of reasoning and hypothesis. In resulting modules of the course, we will look at explicit use of relational connections in close to home and expert life. These incorporate relational correspondence, bunch correspondence and dynamic, authoritative correspondence in the work environment or relational correspondence. Rule of Business Communication In request to make correspondence viable, it is important to follow a few rules and standards. Seven of them are fundamental and applicable, and these are clear, finished, brief, obliging, right, thought to be, concrete. These standards are frequently called 7C for business correspondence. The subtleties of these correspondence standards are examined underneath: Politeness Principle: When conveying, we should build up a cordial relationship with every individual who sends data to us.

To be inviting and polite is indistinguishable, and politeness requires an insightful and amicable activity against others. Axioms are notable that gracious “pay of graciousness is the main thing to win everything”. Correspondence staff ought to consistently remember this. The accompanying standards may assist with improving courtesy:Preliminary considering correspondence with family All glad families have the mystery of progress. This achievement originates from a strong establishment of closeness and closeness. Indeed, through private correspondence these cozy family connections become all the more intently. Correspondence is the foundation of different affiliations, building solid partners of obedient devotion, improving family way of life, and assisting with accomplishing satisfaction (Gosche, p. 1). In any case, so as to keep up an amicable relationship, a few families experienced tumultuous encounters. Correspondence in the family is an intricate and alluring marvel. Correspondence between families isn’t restricted to single messages between families or verbal correspondence.

It is a unique cycle that oversees force, closeness and limits, cohesiveness and flexibility of route frameworks, and makes pictures, topics, stories, ceremonies, rules, jobs, making implications, making a feeling of family life An intelligent cycle that makes a model. This model has passed ages. Notwithstanding the view as a family and family automatic framework, one of the greatest exploration establishments in between family correspondence centers around a family correspondence model. Family correspondence model (FCP) hypothesis clarifies why families impart in their own specific manner dependent on one another ‘s psychological direction. Early FCP research established in media research is keen on how families handle broad communications data. Family correspondence was perceived as an exceptional scholastic exploration field by the National Communications Association in 1989. Family correspondence researchers were at first impacted by family research, social brain science, and relational hypothesis, before long built up the hypothesis and began research in a family framework zeroed in on a significant job. Until 2001, the primary issue of the Family Communication Research Journal, Family Communication Magazine, was given. Family correspondence is more than the field of correspondence analysts in the family. Examination on family correspondence is normally done by individuals in brain science, humanism, and family research, to give some examples models. However, as the popular family correspondence researcher Leslie Baxter stated, it is the focal point of this intelligent semantic creation measure making the grant of family correspondence special. In the field of in-home correspondence, correspondence is normally not founded on autonomous messages from one sender to one beneficiary, yet dependent on the dynamic interdependency of data shared among families It is conceptualized. The focal point of this methodology is on the shared trait of semantic development inside family frameworks. As such, producing doesn’t happen in vacuum, however it happens in a wide scope of ages and social exchange.

Standards are rules end up being followed when performing work to agree to a given objective. Hierarchical achievement relies significantly upon compelling correspondence. So as to successfully impart, it is important to follow a few standards and rules. Coming up next are rules to guarantee powerful correspondence: clearness: lucidity of data is a significant guideline of correspondence. For beneficiaries to know the message plainly, the messages ought to be sorted out in a basic language. To guarantee that beneficiaries can without much of a stretch comprehend the importance of the message, the sender needs to impart unmistakably and unhesitatingly so the beneficiary can plainly and unquestionably comprehend the data.>

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