Cheney School District

Skip to main content
Mobile Menu
Please Create A Marquee

Speech Language Therapy

Speech Language therapy is provided in the Cheney School District for students who qualify for the program. This service is available to students from the ages 3-21. Students are referred to a certificated speech language pathologist (SLP) by parents, guardians, or classroom teachers. After a student is screened, further evaluation will be determined by the SLP. Parents will receive a referral packet. Testing will target areas of concern which may include: hearing, articulation, language, fluency, and voice. After the evaluation is completed, parents will be invited to an Evaluation/IEP meeting. Goals and objectives will be written for each student based on the results of the evaluations. The SLP carefully sequences instruction and maintains data about student progress. An individual education program (IEP) meeting will be held annually to discuss progress and update objectives.

 

 

Areas a speech-language pathologist works with

The Speech-Language Pathologist provides direct services for students having impairment in the reception and expression of oral language.  These include:  articulation and phonology “the sound system of speech-language and the sounds that are produced”.

Age 3

m, p, w, b, n, h

Age 4

d, t, g, k, f, j

Age 6

l, ng

Age 7

ch, sh, j,

Age 8

r, s, z, v, th

receptive language “the understanding of syntax, morphology, and semantics,”;

 

expressive language “the use of syntax (grammar/sentence structure), morphology (word endings) and semantics(word meaning),”;

 

pragmatics “the understanding and use of social language skills,”;

 

voice “the remediation of hoarseness, harshness and appropriate pitch, and hyper and hypo nasality,”;

 

fluency “learning strategies to control/overcome stuttering,”;

 

hearing impairments “assist in developing strategies to increase/improve communication through various modes.”

 

 

A communication disorder is an impairment in the ability to send, receive, process and comprehend verbal, nonverbal and graphic symbol systems.  A communication delay exists when the rate of acquisition of language or speech skills is slower than expected according to developmental norms; however, the sequence of development is following a predicted order.

 

 

Differences in oral language patterns may occur when spoken English is acquired as a second language.  They also include cultural dialects.  These variations in the production of standard American English are not perceived as disorders or deviations in speech.  It is important that differences be understood and acknowledged in order that they are not identified as speech-language impairments, and so that possible concomitant communication disorders can be detected and appropriately treated.   A student who is acquiring English as a second language would be eligible for speech language therapy services if a communication disorder or deviation is found to be present in the student’s primary language.

 

 

 

 

 

BUILDING ASSIGNMENTS

 

Betz Elementary - Gretchen Stephens & Kelly Wiegardt

 

Salnave Elementary & Preschool - Carly Jackson & Kelly Wiegardt

 

Sunset Elementary & Preschool - Melissa Kehr  & Jessica Bankey

 

Snowdon Elementary  - Deanna McCabe

 Windsor Elementary & Preschool - Julie McNeal & Lynn Reilly

 

Cheney Middle School/Westwood Middle School - Erika Klauss

 

Cheney High School - Erika Klauss