Santa Fe ISD is committed to helping all students prepare, achieve, and succeed and the ability to communicate with others is essential in all endeavors.
A student may have an articulation disorder if he or she produces sounds, syllables, or words incorrectly so that the listener does not easily understand what is being said. Articulation errors are most commonly described as sound substitutions, deletions, or distortions. The student may require school-based speech therapy services if the articulation disorder has a negative impact on his/her ability to master the listening and speaking TEKS objectives. The articulation disorder may also impact the student’s oral reading, spelling, and/or peer relationships.
A language disorder can impact syntax (the grammatical arrangements of words and morphemes to form sentences), semantics (the meaning of words and how word relate to each other), and pragmatic skills (using language skills in a functional and socially appropriate way). The ability to read and write is strongly influenced by the ability to understand and use language in the spoken mode. Students who are good listeners and speakers tend to become strong readers and writers. Language has a major role in all subjects including reading, math, science, social studies, and the fine arts. Language also plays a major role in communication with peers and teachers. Any language disorder that affects the student’s ability to accomplish the listening and speaking TEKS Objectives is a concern.
Fluency of speech is a term that refers to the smoothness with which sounds, syllables, words, phrases, and sentences are joined together. Dysfluencies, or stuttering moments, occur when the smoothness of speech is disrupted and results in the breakdown or repetition of words or phrases. A child who is unable to communicate fluently may have decreased self-esteem which can lead to the avoidance of participating in class discussions and/or attending school altogether.
Students must be able to communicate with their peers and with adults in the educational setting in order to be successful academically. A child who has a voice disorder may have difficulty expressing himself/herself adequately due to breaks in phonation, total or sporadic loss of voicing, and/or an excessive amount of hoarseness.
We have a variety of speech therapy service delivery models that support our students’ communication disorders in the educational setting. The ARD committee determines which type of services a student needs based on recommendations from a Speech/Language Pathologist. Examples of these services can include, but are not limited to, the following:
Speech Only Drop In Services – speech therapy services are provided for children ages 3-5 that do not yet attend public school and who are brought to the campus by their parents for direct services in a small group or individually in the speech therapy setting
Pull out speech therapy - services are provided in a small group or individually in the speech therapy room to students who are currently attending public school
Classroom based (Integrated) – speech therapy services are provided in the classroom as a combination of direct therapy and consultation with the teacher while working with the student during classroom activities
Consultation – SLP provides consultation services to the teacher(s) regarding how the student’s speech impairment is impacting him/her in the classroom setting and how therapeutic methods and strategies can be implemented in the classroom
5 Minute Model – students are seen in the hallway outside of their classroom for 5-10 minutes 4 times per week individually; these sessions include drill only and are for students who can produce all age appropriate phonemes but are not yet generalizing learned sounds into spontaneous speech
Parents who have concerns with their child’s speech or language development should contact the Speech/Language Pathologist at their child’s school.