Students at CSDR are in the process of developing two languages, American Sign Language (ASL) and English. Classroom instruction focuses on the development of ASL and the printed form of English. The responsibility for the development of the spoken form of English rests with CSDR’s speech specialists, the students, their families and friends, and school districts.

In order to communicate using spoken English, a range of expressive and receptive skills is needed. These skills include: (1) knowing what sounds are in words (phonemic awareness), (2) saying and combining those sounds correctly to produce speech that can be understood, (3) combining words into sentences using correct English word order, and (4) understanding what others are saying using listening and/or speechreading skills. These skills are the primary focus of the speech program. The second focus of the speech services program is to help students learn how to use spoken English skills to support literacy, including reading and writing. The ability to formulate spoken sentences can be used to support writing. Listening, speaking and phonemic awareness skills will be used to support spelling and reading comprehension, regardless of a student’s spoken English ability level.

1. Speech services to support acquisition of pre-requisite skills for communication, spelling and reading comprehension in the Early Childhood Education Department may include:
speech and listening “experience” within the classroom for all students;

2. evaluation of identified students at the end of their pre-kindergarten
school year;

3. development of IEP goals and objectives for those students identified through evaluation;

4. consultation with families on development of home programs;

5. materials preparation for home use; and

6. consultation for families of D/HH children from birth through age 5.

Speech services to support communication, reading and writing in grades K through 12 may include:

1. evaluation of students to determine speech communication skills and program needs;

2. development of IEP goals and objectives;

3. pull-out speech therapy, 1 to 2 times a week;

4. group instruction in the areas of speaking, listening and speechreading;

5. consultation with families on the development of home programs;

6. materials preparation for home use; and

7. consultation for families with D/HH children, from age 5 to age 21.

Success in the use of listening and speaking skills, both for communication and literacy, requires consistent and cooperative efforts among families, CSDR speech staff and school districts.

Karen Arrington, LSH
karrington@csdr-cde.ca.gov

Joan Jackson, LSH
jjackson@csdr-cde.ca.gov

Marion Mike-Coury, BSHS                                                                                                                                                             marionmike-coury@csdr-cde.ca.gov