Ep. #9 Early Childhood Services & Special Education: Part 1
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- Опубліковано 14 лип 2024
- This video is the first of a two-part series on considerations parents should be mindful of when pursuing early childhood and school-age services for their late talker. Parent(s) are integral members of the support team devising the best ways to serve your child. Looking at the chapter titles below will lay out the topics and questions addressed. So, please take in Part 1 of this two-part series and let us hear from you!
Chapters
00:00 Introduction
00:40 Benefits of early intervention; and different kinds
01:25 Which is better, an evaluation through a private or public institution
02:15 How are public services organized, and how young can a child receive these services?
03:50 What does public services/support look like?
04:45 The challenges late talkers face transitioning into kindergarten.
07:15 Difference in teaching and learning patterns in late talkers
09:20 Behavior patterns that persist in late talkers, whether or not it is a symptom or a stage.
10:55 Expanding on the meaning of “IEP.”
13:35 Various considerations about the learning environment for your late talker
20:55 Thoughts on homeschooling
24:10 Are early intervention or preschool mandatory
Late-Talking: A Symptom or a Stage is a best-selling book by Stephen Camarata, Ph.D., about late-talking in all its variations. The 2nd edition of the book is about to be released. In this video series, Collette Wieland and Stephen Camarata explore each chapter of this book and discuss the questions on the minds of many parents of late-talking children.
About Dr. Camarata: Stephen Camarata, Ph.D. CCC-SLP is a late talker himself and is an internationally recognized expert on child development broadly with a focus on how children learn to talk. His clinical and scientific expertise includes speech and language intervention in children with autism, down syndrome, hearing loss, and developmental language disorder (DLD). Dr. Camarata is a professor of Hearing & Speech, Psychiatry, and Otolaryngology at Vanderbilt University School of Medicine and a Professor of Psychology and Human Development and Special Education at Peabody College, Vanderbilt University. He has written two books related to development, “Late Talking Children: A Symptom or a Stage” MIT Press 2014 and “The Intuitive Parent” Penguin 2017, and has a regular blog on Psychology Today
Thanks for this video. Very good advise. I agree with home schooling as I have seen it has helped my late talking daughter a lot.
You are welcome! :-)! Thank you for watching.
Thank you for putting such great information out there! The EI and sped service process can be so overwhelming.
I am also very grateful for your message on homeschooling. We plan to homeschool our children, who are both late talking.
Thanks for your comments, Amber ! If a family is able to do so, home schooling is a great option for many late talking children. Whenever I say this, I do worry that families who are not able to homeschool would feel guilty and I don't want that! Being in school can be a good option but parents need to be vigilant. Also, as I said in the podcast, I know of families who are able to be excellent homeschoolers and who are told by a clinician or special educator that they need to get their late talking child in school in order to get services and to become socialized. With few exceptions, this is not necessarily a good advice. Home schooling is a good option for late talking children. Stephen Camarata.
Excellent video! Dr. Camarata is such an encyclopedia of knowledge on these subjects so it’s awesome these videos are out to refer back to. We just had an IEP meeting today, my question is referring to apraxia/dysarthria and AAC being implemented for a student. Are there any precautions with AAC devices being taught or used in a school setting?
Thank you so much Paige, for your positive words. I appreciate your question regarding AAC. If a child qualifies, a school will pay for an AAC and some of them can be quite expensive. So that's the good side. A potential pitfall is that it is common for schools to focus on teaching how to activate the AAC, navigate screens and drill rote responses. Nearly 30 years ago we published a paper showing that teaching a child the mechanics of the AAC device was not sufficient for the device to be used in everyday communication situations. This finding has been replicated over and over again by other researchers and it means that in addition to teaching the child how to turn on the device and how to touch the keys, it is very important that instructional support include using the device in real-world conversational situations both at school and at home. In my experience, it is not uncommon for the device to be complicated so that actually activating and using them in conversational situations can take a lot of time. As result, the child's motivation to use the device is diminished.
Several months ago I was working with a nonverbal child who had a genetic condition that will eventually result in him not being able to speak. So I referred him to a clinic specializing in AAC. Several weeks later, during a follow up session I asked his mother how things were going. Bear in mind that both she and her husband are physicians and can readily learn new things. She responded that neither her nor her husband knew how to use the device and program it for her son, even though they had attended sessions designed to teach them how to use the AAC device. If they were having difficulty understanding, you can only imagine how problematic this potentially was for their son who has developmental challenges in addition to severe speech disorder. When working with the speech pathologist, make sure the AAC device is easy to use and that the messages programmed align with your late talker’s interests. Stephen Camarata.
Are late talkers likely to be late to write as well? My son certainly is!