Day: September 27, 2021

While research continuously supports multi-language exposure for children, myths surrounding bilingualism remain. Increased working memory and cognition are among the many benefits of being a multi-language user. Fostering a home environment that includes all spoken languages of the family provides more opportunity for children to engage with their extended family. Speech-language pathologists must help children and families advocate for services that support bilingual intervention. Please visit the article by Farinam Pletka, MS, CCC-SLP in the American Speech Language Hearing Association’s Journal for more information on her experience as a bilingual SLP: https://leader.pubs.asha.org/do/10.1044/leader.FPLP.26082021.64/full/        

Many students are returning back to the classroom for the first time since the pandemic began! Students are likely experiencing a range of emotions, from excited to fearful. There are many ways you can help your child successfully return to in-person learning. Practice/role play potentially stressful social interactions (introduction to class, meeting a new teacher, reading aloud, speaking in front of the class, etc.) Remain positive! There are a lot of stressors with the return to school, but staying optimistic about the school year will increase their confidence in returning. Reviewing school expectations (raising hand, mask wearing, requesting permission to leave the room, etc.) Review your child’s supports in the classroom and stay connected with your child’s teachers and support

Children with learning differences might have difficulty following directions. Here are 10 tips to help you present information in a way that will help your child to listen to and understand directions: Don’t give directions until you have your child’s attention. You can move into your child’s line of sight, or ask for their visual attention directly. Be close to your child, rather than calling from across the room. Minimize distractions when you are giving instructions. Turn off the tv, or ask your child to put down their toy, book or tablet while you are speaking to them. Using a softer voice and a calm tone may help your child tune into what you are saying. Give age appropriate instructions.

If your child has speech, language or communication needs, starting school or changing to a new classroom/teacher can feel especially stressful. Here are a few strategies that can ease this transition:   Introduce school-related words. Words like cafeteria, auditorium, assembly, recess may be unfamiliar. Come up with a list of school-based words your child might encounter and talk to your child about what they mean. Pictures can help with understanding. Teach them to ask for help. Make sure your child has some useful phrases to ask for help: “I don’t understand”, “Can you repeat that?”, “I need some help”. Role-play some ways to talk to new friends. You can suggest some good phrases they might use to start conversations and