Identify which special education law(s) impacts students with SLI., week 3 discussion 2 help – Excelsior Writers |
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Respond to a post from the viewpoint of the child’s parent. Offer some reasons why you are satisfied with your child’s support from his/her teacher. What is one thing you might want to see implemented into your child’s education that will specifically help with their SLI and why?

As Chapter 6 states, “students with SLI should receive speech and language services from trained professionals. The role of the classroom teacher is supportive and collaborative” (Powell & Driver, 2013, Section 6.7). As a classroom teacher, explain how you can support students with speech and language impairments by including each of the following:

  1. Identify which special education law(s) impacts students with SLI.

“Speech and language impairment is one of the 13 disability categories under IDEA 2004. The pas­sage of PL 94-142 in 1975 mandated that to be eligible for special education services related to SLI, students had to be “speech impaired” (Triano, 2000). Because of the 1997 reauthorization, how­ever, IDEA 2004 considers SLI to be a communication disorder: “Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impair­ment, or a voice impairment, that adversely affects a child’s educational performance” (Powell, S.R., & Driver, M. K., 2013).

  1. Explain how you will collaborate with the child’s speech and language pathologist (SLP) and why this collaboration is important.

Collaboration is very important with between a teacher and a pathologist and seeing exactly what the therapist is working on so it can be reinforced in the classroom.I would collaborate by requesting what the student has been working on in therapy and include the lessons from one on one sessions to allow positive repetition and reinforcement. Currently, I have not met any of my current student’s speech pathologists but the parents to inform me of their progress and appreciate that I teach basic sign language and utilize repetition and repeating.When a student enrolls into my preschool program, if they are currently in any form of occupational, speech, or play therapy I do ask that the parents inform me of what they are working on in therapy and I can incorporate into the lessons here.

  1. Provide strategies you will need to incorporate into your daily routine to assist these children in your classroom.

Thankfully, due to a small classroom setting seating arrangements are always close to the teacher or teacher’s assistant.Providing more one on one instructional time during teacher led activities and working with the student individually on the activities.The daily routine consists of a regular schedule and may require both written, verbal, drawn out instructions, or sign language.Sign language and Spanish are both additional lessons throughout our day that all of the students participate in and this helps the students be able to both communicate with the students that are unable to vocalize.My favorite or most used sign is “Pay Attention.”

  1. Lastly, explain how you will handle a situation where a parent of a child with SLI in your classroom has come to you concerned because their child is being teased by classmates. What will you say to the parent and how will you address this in class?

If teasing occurs in my care that is an issue that is handled directly with the children.We have a class expectations of rules of how we treat our friends and each other with respect.We teach that everyone is different and learns differently.When one of my students started and would have his very frequent outbursts of laughs with involuntary arm flapping the other students thought that is was funny and would imitate him not realizing that is was something that he could not control.While my son was the only child able to understand that we do not repeat those actions as it is not something that the child could control to stop doing but that his peers were not to imitate and laugh at him.It really depends on the age group that a teacher is working with in regards to these topics.In early elementary school aged groups then discussing bullying, teasing, and not tolerating bullying through punishment is a common practice.I would assure the parents that the children involved have been spoken too and understand that we have a zero tolerance for bullying.The class would be taught as a group that everyone is different and that we accept their differences without teasing.We will meet many children that will not look, sound, or learn the same as us and it is important that we are friends and kind to everyone we meet.

Up until the age of four my daughter did not say many words and when she did speak she had a horrible stutter.When she was younger everyone who she attempted to speak with could not understand her and everyone would just tell her to “slow down” and not speak as fast because they weren’t listening.Her brain processed everything so much faster then she could communicate the words.Many times she would come home from preschool and tell me that people would make fun of her and call her stupid because she could not speak clearly and as a parent and teacher it is our job to instill confidence and to accept themselves at the level they are and grow from there.Not everyone is going to speak, sound, or even learn at the same levels and that is the message that should be taught in an early childhood education setting.

Parents respect me when it comes to their children and ideally most parents know exactly how their children are at home with them is not always that much different in the classroom.While it is ideal that their peace and everyone gets along in the classroom these types of situations are learning lessons for the child and how they can overcome these types of people that they will encounter throughout their whole life.

As a disclaimer for anyone that has read my posts so far, I will never work in the public education system so these responses are not typical or text book appropriate. Students with special needs are referred to me and choose to enroll their students in my program because I do not teach the same exact way nor put their child in a box of what is expected.I have one particular parent who the speech pathologist referred them to my program and within two weeks saw a tremendous difference and was able to drop their sessions from four days per week down to one.I don’t treat each child based off their individual needs but all children are taught the same scope of information just being able to have the opportunity to work one on one with them in a small group environment is what seems to have helped with the progress with all of my students.


Powell, S.R., & Driver, M. K. (2013). Working With Exceptional Students: An Introduction to Special Education. San Diego, CA: Bridgepoint Education, Inc.

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