Welcome to Speech
Mrs. Carraway
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Updated December 20, 2007
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Speech-Language Therapy at HES
Mrs. Carraway's speech/language therapy sessions are for students
who meet the state eligibility criteria as a student with a speech-language
impairment. In order to be eligible for speech-language therapy, students
must demonstrate a speech and/or language delay or disorder that interferes
with their academic success in the regular educational environment in
one or more of the following areas: articulation, receptive/expressive
language, fluency, or voice. Students who meet eligibility criteria are
provided with speech-language therapy in individual or small group sessions.
All Kindergarten and 1st grade students are screened for speech/language
delays or impairments. All other students are screened by teacher or parent
referral. Hollywood Elementary School currently serves approximately 60
speech -language students.
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About Mrs. Carraway
Hello! My name is Angela
B. Carraway and this is my seventh year as a school-based speech
therapist at Hollywood Elementary School. I live in Prosperity with
my husband Jay, our four dogs, Phoebe, Ruby, Dixie, and Pearl, and our
cat, Chewi.
I graduated from Columbia College in 2000 with a Bachelor's
degree in Speech Language Pathology and from the University of South
Carolina (go gamecocks!) in 2006 with Master's Degree in Communication
Disorders.
I enjoy working at Hollywood with such
an extraordinary group of students, parents, and professionals. I
hope to be a great resource for the speech and language development of
the students.
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Speech Rules
1. Be
Respectful
2. Be
Responsible
3. Be
Safe
4. Always
try your best!
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Incentives
1) verbal praise
2) stickers/stars
3) prizes
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Types of Speech-Language Impairments
Listed
below are the various areas of speech therapy that you may hear about and
a brief description of each.
Articulation - sound errors in speech, including; substitutions
of a sound for another, distorting of sounds, and omission or addition
of sounds
Language - an impairment
in the ability to communicate with symbols. This may be demonstrated
by difficulty understanding and expressing spoken and/or written language,
including; following multi step directions, concepts, vocabulary, grammar,
reading, turn taking, etc.
Fluency - also referred
to as stuttering, is defined as abnormal disruptions in the normal flow
of verbal expression that are markedly noticeable and are not readily controllable
by the student. Including, but not limited to, repetitions of sounds,
words, and phrases.
Voice - defined as an abnormality in pitch, loudness, and quality,
or a combination resulting from pathological conditions (deviations in
size, shape, tonicity, surface conditions, and muscular control of the
vocal mechanisms), psychogenic factors, or inappropriate use of vocal
mechanisms. Voice may be described as hoarse, nasal, breathy, etc.
All of these types of
therapy fall under the umbrella of speech-language therapy. Often,
students receiving speeech/language services are referred to as "in speech",
but don't seem to have difficulty with speaking. Speech therapy encompasses
more than just our speech sound skills. While some students work on articulation
or speech sound skills, many other students receive speech therapy to
work on language, stuttering, and/or their voice quality.
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Students do not have regular speech home practice activities. If parents
desire home practice for the child, they should contact Mrs. Carraway for
specific activities.
Parents can always help reinforce their child's speech-language skills
at home through simple daily events.
A few suggestions: 1) model correct speech productions
for your child, 2) play "word games" to think of words that start with the
target sounds, 3) read with your child and ask questions to check comprehension
skills, 4) play "rhyming games" to think of rhyming word pairs,
5) keep a list of new words your child learns and review
them periodically to boost vocabulary development.
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Progress Reports
Each speech student
receives a progress report every 4 1/2 weeks.
Speech therapy is not graded in the same way as regular classroom work.
The progress
report addresses how each student is progressing with his/her speech
goals as outlined in the Individualized Education Plan (IEP). Progress
in reported as: not begun, progressing, mastered, or needs improvement. Please
feel free to contact Mrs. Carraway with any questions or concerns
about your student's speech-language progress.
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For Games and Activities
http://www.quia.com/pages/havefun.html
http://www.quia.com/du/speech
For Information and Resources
www.asha.org/parents
www.speechteach.com
www.communicationconnects.com/parent.htm
www.communicationdisorders.net/slp.html
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