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Speech-Language Room News
 Hello LES community! Welcome to the new school year. For those of you who haven’t met me yet, my name is Liz Cole and I am the school’s Speech-Language Pathologist (SLP). Don’t know what SLPs do? You’re not alone; see the list below. This year I will be popping up in the newsletter occasionally to spotlight strategies and tips around the areas of communication and language.
LES community! Welcome to the new school year. For those of you who haven’t met me yet, my name is Liz Cole and I am the school’s Speech-Language Pathologist (SLP). Don’t know what SLPs do? You’re not alone; see the list below. This year I will be popping up in the newsletter occasionally to spotlight strategies and tips around the areas of communication and language.
Introducing Sign Language Word of the Week: We communicate at LES in so many ways! We use verbal expression (what we say), written words, tone of voice, drawings/pictures, and nonverbal communication such as facial expressions and gestures. Most of us use a mix of several of these strategies to communicate during the day. Several of our LES students use signs based on American Sign Language to communicate. Research shows that the visual information/movements of sign language can help children express themselves, remember information, pay attention to the nonverbal communication/gestures of others, and understand verbal information even if they don’t have speech-language delays or hearing impairments.
Your family can learn signs with us this year! This week’s word is MORE.
But Liz, What is an SLP? SLPs work with people of all ages on areas including:
- Receptive language: Understanding (receiving) language including vocabulary, sentence structure, and grammar.
- Expressive language: The ability to use (expressing) language to say what’s on your mind.
- Pragmatic language/social communication: Understanding and following the invisible rules that help us interact and communicate in socially expected ways.
- Articulation: how we say sounds and put sounds together into words.
- Fluency problems: How we put words together into a steady rate/flow.
- Resonance or voice problems: Voice pitch, volume and quality.
- Cognitive-communication: strategies to use language to improve/compensate for memory, attention, problem-solving, organization, and other thinking skills.
- Hearing and auditory processing: the perception of sound.
- Oral feeding/dysphagia management: Helping improve eating and swallowing.
I look forward to working together! Have a great start to the school year.
Ms. Liz
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