Dr. Lisa Dieker, a professor at the University of Kansas in the Department of Special Education, and Dr. Rebecca Hines, a professor at the University of Central Florida in the College of Community Innovation and Education, have worked with schools and parents across the country. Dr. Dieker directs a center in the Achievement and Assessment Institute called Flexible Learning through Innovations in Technology in Education (FLITE) and Dr. Hines directs several doctoral grants and the teacher preparation program. In this podcast, they take a fun and informal look at "practical" solutions from teachers, parents, and people with disabilities. The approach in this podcast is to provide fast, flexible thinking about "real" life problems. This podcast is not about the "legal" approach but their best advice from personal and professional experience.
And I'm Rebecca Hines. And we had a great season so far listening to questions posed by our listeners, Lisa, who's up today?
Lisa Dieker:
Well, we have a question from Esther and Esther is asking us about that world of speech therapy in collaboration. So we'll let our listeners listen to Esther.
Unknown:
Hi, my name is Esther and I'm actually a speech therapist that has worked in the public school system, mostly with early learners. My question is, What tips do you have to foster more collaboration with teachers and slps, especially with generalizing targets from speech sensing, to the classroom? Thank you so much. Hope to hear it on the podcast.
Lisa Dieker:
So I'm going to start with super simple, Becky. And that is I think that we're missing the boat, our speech language therapists are like, brilliant, and have you know, master's degrees in finite understanding of communication, why not send vocabulary words? Again, simple, simple, simple. I think, you know, if I'm a third grade teacher, and a kid has speech, I'm gonna say these are four
Rebecca Hines:
Well, my beginning thoughts. Echo, in a degree, the same line. So if I am, if I am sending, if you will, you know, kids for speech services, like, as you mentioned, send them with something specific, that is integrated into our classroom. So even though that's kind of a push out model, some people are teaching in that model. And I'll speak to the question in a minute. But in
Lisa Dieker:
Yeah. And you know, I love that. And I love that Esther's question is really about those really little kids that we often do pull out for those articulation. All of that you and I both are big believers speech goes in, and then we don't have to do so much of that that generalization. But I like her question about too, you know, how do I generalize those targets from the speech class
Rebecca Hines:
And I'm gonna take a broad approach to my final thoughts. You and I both done a lot of work in Arkansas among other places. And several years ago now, several years ago, I had done a presentation there about collaboration and co teaching to a school district. And so it wasn't geared towards speech language at all. It was just broadly about collaboration and co teaching. But
Lisa Dieker:
And I love that and that that specific difficulties. And I'm going to go back to kind of our my last thought is what we talked about is choice. And you know, what is the kid really into and I don't know if you had the chance to follow the story as listeners about Amanda Gorman and her speech impediment, but she talks about overcoming it by singing the song from Hamilton, Aaron there, Becky?
Rebecca Hines:
No, I think it was a great question. And I know we've given a lot to unpack in a lot of areas. But I would really love you to try any one of those things, and it's definitely going to benefit the kids that you serve.
Lisa Dieker:
Well thank you for joining us at practical access, please send us a message on Facebook. Or don't be shy and sending us a tweet @accesspractical or if you'd like to call our Google Voice number at 407-900-9305. And leave us a question we're looking for a few more. So for Episode Four,
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