Articulation Skills | Teach Special Education

Student Needs	IPRC Exceptionalities	Diagnosed Conditions
Aggression Management Anger/Frustration Management Anxiety Management Articulation Skills Attendance Strategies Attention Skills Assistive Technology Skills Blind/Vision Impaired Bullying Management Skills Central Auditory Processing Deafness Depression/Sadness Management Disengagement/Motivation Strategies Eating Disorder Strategies Emotional Regulation English Language Skills Executive Function Fine Motor Skills Gambling Disorder Grief Management Gross Motor Skills Hearing Intellectual Ability – High Intellectual Ability – Low Listening Comprehension Skills Low Vision Memory Skills Mental Health Strategies Metacognitive Skills Mobility Skills Non-Verbal Reasoning Organizational Skills Personal Care Personal Safety Phonological Processing Processing Speed Self-Advocacy Skills Self-Esteem Self-Harm/Suicide Management Self-Regulatory Skills Sensory Integration Skills Sequencing Skills Social Skills Substance Abuse Strategies Task Initiation Time Management Skills Transition Skills Verbal Ability Visual-Motor Skills Visual-Spatial Processing	Autism Spectrum Disorder (ASD) Behaviour Blind and Low Vision Deaf and Hard of Hearing Developmental Disability (DD) Giftedness Language Impairment Learning Disabilities (LD) Mild Intellectual Disabilities Multiple Exceptionalities Physical Disability Speech Impairment	Acquired Brain Injury Alcohol-Related Neuro-developmental Disorder (ARND) Angelman Syndrome Anxiety Disorders Attention Deficit Hyperactivity Disorder (ADHD) Auditory Processing Disorder (Central) Autism Spectrum Disorder (ASD) Bipolar Disorder Blind/Vision Impaired Brain Injury Cerebral Palsy (CP) Conduct Disorder (CD) Concussions Cystic Fibrosis (CF) Deafness Depression Disorders Down Syndrome Eating Disorders Epilepsy Fetal Alcohol Syndrome/Fetal Alcohol Effects (FAS/FAE) Fragile X Syndrome Gambling Disorder Intellectual Disabilities Klinefelter's Syndrome Learning Disabilities/Specific Learning Disorders Muscular Dystrophy (MD) Neurological Disabilities Oppositional Defiant Disorder (ODD) Obsessive-Compulsive Disorder (OCD) Post-Traumatic Stress Disorder (PTS) Prader-Willi Syndrome Reactive Attachment Disorder (RAD) Seizure Disorders Selective Mutism Spina Bifida Tourette Syndrome Turner Syndrome (TS) Usher Syndrome William's Syndrome

Key Special Education Practices
Accommodations Alternative Programming Assistive Technology Board Special Education Plans Community Resources Differentiated Instruction Create an Inclusive & Positive Class Climate Identification Placement and Review Committee (IPRC) Individual Education Plan (IEP) Ministry of Education Resources Modified Programming Non-teacher Professional Assessments Teacher Assessments Safety/Emergency/Crisis Response Plan Professional Development Reporting on IEP Progress Tracking/Documenting Transition Plans

What it is

An area of student need, based on his/her speech pronunciation.

Teaching Strategies

Instructional

• Implement strategies provided by speech-language pathologists.

• Focus on one particular sound, as per the speech and language pathologist’s direction. Often the sound is being worked on in a specific position within a word (beginning, middle or end).

• Use visual pictures with words for the specific sound being targeted.

• Model correct speech to the student, emphasizing the misarticulated word.

• Use a slower pace of speech.

More...

Environmental

• Use preferential seating, so that the student can see the teacher’s mouth when he/she is speaking.
• Reduce background noise in the classroom.
• Use preferential seating, so that the teacher can more privately model correct articulation to the student.

Assessment

• Give additional time for the student to speak.
• Ignore articulation errors and focus on content for assessments.
• Provide advance notice and specific expectations for presentations in front of the class.
• Allow for use of written prompts when the student presents in front of the class.
• Allow the student to choose to do an oral presentation to a small group or just the teacher, instead of to the whole class.
• Provide access to a spell checker, and additional time.

Characteristics notebook pencil

Errors in speech pronunciation, such as sound substitutions, distortions (lisps), and/or omissions, which are not age appropriate. Students may speak softly or avoid speaking to avoid embarrassment/being misunderstood. Articulation difficulties can exist in isolation, but may or may not be associated with other issues, like speech production, language delays and intelligence.

Articulation Lesson

Resources

5 Carry Over Strategies for in the Classroom

Speech Problems

An outline of symptoms, causes and treatments for speech problems. From The Hospital for Sick Children (SickKids).