Registration deadline: January 29, 2019 at 3:00 p.m. (EST)
January 30, 2019 – 12 p.m. - 1 p.m. (EST)
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|Mountain Standard Time||10:00 a.m. – 11:00 a.m.|
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|Newfoundland Standard Time||1:30 p.m. – 2:30 p.m.|
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: Speech-Language Pathologists, speech and hearing assistants, speech-language pathology assistants, students
School Aged (5-17)
Increasingly, school-based speech-language pathologists (S-LPs) are adopting a collaborative classroom-based approach to service provision. In this webinar, I will discuss three themes that arise from a review of evidence related to educator-S-LP collaboration. These themes include:
- establishing effective partnerships between educators and S-LPs,
- educational benefits demonstrated for targeted, at-risk and typically-developing children after collaborative classroom-based vocabulary, narrative language and emergent literacy interventions
- and when classroom-based services are not sufficient.
Participants will receive a user-friendly, single page summary of this current evidence that is appropriate for sharing with colleagues and administrators in educational settings.
Lisa Archibald worked as a clinical speech-language pathologist (S-LP) for more than 15 years providing services to children and adults in schools, hospitals and other facilities. Currently an associate professor in the School of Communication Sciences and Disorders at the University of Western Ontario, Lisa studies links between memory and language processes in individuals with communication disorders. In particular, she is interested in memory and language learning deficits in children. Recently, she has focused on school-based collaborations between S-LPs and educators. Lisa is also part of an international team of researchers and stakeholders considering terminology and profile for children with an unexplained, persistent language disorder now known as a developmental language disorder (DLD).
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