Speech-Language Pathologists (SLP) are professionals whose practice is controlled in Ontario by the Regulated Health Professions Act and the Audiology and Speech-Language Pathology Act. SLPs have specialized knowledge and skills in speech, language and communication development and disorders, and are key members of interdisciplinary education (school) teams.
In the Dufferin-Peel Catholic District School Board - children with special needs, including those with communication difficulties, are helped through a team approach. Parents, teachers and special services staff participate in planning and programming for students with speech and language difficulties. As a member of the special services team, the speech-language pathologist provides assistance to students with communication problems that may affect school performance.
There is a staff member from Speech-Language Pathology Services assigned to each school. If you have concerns or questions, they are available to discuss them with you. To reach the professional assigned to your child’s school, contact the school to speak with the principal or call the school to leave a message for the speech-language pathologist at your child’s school.
The uniqueness of each child is reflected in his or her communication; the spoken and unspoken words and gestures that reveal identity, relationships, experiences, aspirations, concerns, ideas and innovations. Pope Francis reminds us that “communication is about realizing that we are all human beings, children of God” (Message of Pope Francis for the 48th World Communications Day; Vatican, Jan. 24 2014). In our Catholic communities we envision the learner as an effective communicator (Ontario Catholic School Graduate Expectations, Institute for Catholic Education, 2011) and work diligently to support this outcome for every student.
Contact Information
Chief Speech, Language, Hearing and Vision: Joanne Dean
Phone: 905-890-0708 ext. 24331
Toll Free: 1-800-387-9501
Confidential Fax Number: 905-361-0352
What services are available for my child?
The school based SLP provides a wide range of support to students experiencing speech, language and communication difficulties within the school setting. Services may include:
Consultation
- participating on school support teams:
- to provide program suggestions and strategies
- to determine the need for referral to the school-based SLP
- to facilitate referrals to other professionals
- educating and helping parents to develop their child’s communication skills at home and in the community
- attending Identification Placement Review Committee (IPRC) meetings, case conferences, transition and connections meetings
Assessment
- An assessment may include a evaluation of your child’s speech production, language skills, literacy skills, voice and fluency.
The assessment process involves:
- gathering background information from Ontario Student Record, interviews with teachers, parents and other professionals involved with the student, in addition to informal and formal testing procedures
- observing of the student in the school setting when appropriate
- reviewing with teacher the results of assessment and how the student’s oral language and communication skills are impacting on the student’s academic success and well being
- administering formal and informal tests relating to listening, speaking, reading and writing
- developing recommendations and programming suggestions
- presenting results to Identification, Placement and Review Committees (IPRC’s) where appropriate
Programming
- working collaboratively with teachers to modify the language of instruction in the classroom based on the knowledge of how oral language, literacy, behaviour and social skills are interrelated
- supporting teachers in developing language and social communication strategies for Individual Education Plans for student’s with speech, language or communication difficulties
- selecting, demonstrating and determining effectiveness of special technology that may be beneficial and allow the student to access the curriculum; this may be facilitated through consultation with the boardwide consultants or through referral and consultation with outside agencies
Direct Programming
- working with teachers in classroom to model specific oral language and communication facilitation strategies
- partnering with kindergarten teachers and early childhood educators to deliver language and communication intervention strategies in a play-based setting
- providing short-term intervention for individual or groups of students
Support to Full Day Kindergarten (FDK)
Children in full-day Kindergarten develop social, emotional and communication skills through play-based learning. This program is designed to promote interaction with their peers and teachers who guide them.
Speech-Language Pathologists support the full day kindergarten program by:
- sharing their knowledge of typical child growth and development, particularly in the areas of oral language (such as vocabulary, conversation and storytelling), literacy (including phonological awareness) and play
- participating on an interdisciplinary support services team
- assisting with program planning for children who have special needs in the area of communication
- assisting with referrals in the community if appropriate
Community Liaison
- liaising with Preschool Speech and Language Services and community-based service providers (eg. hearing health care providers, child development clinics, agencies providing specialized augmentative communication services, etc.)
- referring to and liaising with ErinoakKids School Based Rehabilition Services (EOK-SBRS) for those students with articulation, stuttering, and/or voice difficulties
How can I obtain these services?
If you have concerns regarding your child’s speech, language or communication skills, you can speak to your child’s classroom teacher or school principal and ask that your child be referred to the school speech-language pathologist.
If the school has concerns regarding your child’s speech, language or communication skills school personnel will speak to you and ask your permission to have your child referred to the school speech-language pathologist.
Written permission is required from the parent or legal guardian before the speech-language pathologist can become involved with your child.
What is involved in the Speech-Language Assessment?
The reasons for the assessment are explained to the parent or legal guardian and written permission to proceed is obtained.
Once your permission is received, information is gathered from many sources, some of which may include:
- discussions with teachers, parents and special services staff
- information from other professionals outside of the school board who the family feels will have relevant information is obtained with written parental permission
- observation of the student in the classroom with their peers
- discussion with the student regarding areas of strengths and difficulties when appropriate
- formal and informal testing related to listening, speaking, reading and writing
What is a Speech-Language Pathologist?
Speech-Language Pathologists (SLP) are professionals with specialized knowledge and skills in speech, language and communication development and disorders, and are key members of interdisciplinary education (school) teams. A speech-language pathologist's practice is controlled in Ontario by the Regulated Health Professions Act and the Audiology and Speech-Language Pathology Act.
In the Dufferin-Peel Catholic District School Board children with special needs, including those with communication difficulties, are helped through a team approach. Parents, teachers and special services staff participate in planning and programming for students with speech and language difficulties. As a member of the special services team, the speech-language pathologist provides assistance to students with communication problems that may affect school performance.
What is a communication problem?
A communication problem is a persistent difficulty in the understanding and use of spoken or written language. Communication problems may affect individuals of all ages: between five and ten percent of school aged children may experience some form of speech and language disorder.
What is a language impairment?
A language impairment can be a problem with receptive and or expressive language. Receptive language is the ability to understand someone else’s speech, gestures and writing. Expressive language is the ability to send a message by talking, writing or using symbols or gestures.
What is a speech problem?
A speech problem is often referred to an articulation disorder. An articulation disorder involves difficulties with the way sounds are formed and strung together, usually characterized by substituting one sound for another (wabbit for rabbit), omitting a sound (han for hand) or distorting a sound (shlip for sip).
Articulation problems involve 3-10% of the population. A history of severe articulation problems may relate to later spelling difficulties.
What are other communication problems?
Other communication problems involve speech and voice: such disorders include stuttering and abnormal voice quality. Children with special disabilities such as hearing impairment, developmental and physical disabilities and autism often have very special communication needs. In addition, children who are unable to use speech as a means of communication may require augmentative or alternate forms of communication and may need special communication devices.
Who can help a student with communication problems?
Parents and teachers play a primary role in developing a child’s communication skills through natural conversation and daily learning situations at home and school. Parents of young children particularly will have a great impact on communication development; the school curriculum is another major force in the development of appropriate communication skills among students. The school speech-language pathologist, who is a specialist in communication disorders, can assist students with communication problems but also provides support and help to parents and teachers.
Why is language important?
Language is the primary medium teachers use to instruct students in the classroom. Students require effective communication skills to access the curriculum, to interact socially with others and to effectively participate in the classroom. Academic, social and vocational success is dependent on a student’s ability to understand and express oneself orally and in written language.
Oral language is the basis for literacy. There is a strong relationship between oral language skills, reading comprehension and literacy development. All young children need learning experiences that help them acquire and understand oral language (The Ontario Ministry of Education: The kindergarten program 1999)
Language is also related to behaviour problems in children. Weak language predicts a later behaviour disorder. Prevalence of language impairment is 10 times higher in children with behaviour problems than in the general population.
How does the speech-language pathologist help a child with communication problems?
In many instances, the most effective programming for communication difficulties will be based in the classroom. The speech-language pathologist often works with the teacher and other school staff to develop classroom strategies to improve language comprehension and expression. In some circumstances speech-language pathologists will provide or supervise individual or small group programs separate from the classroom program. Assessment by the speech-language pathologist will help determine the most appropriate type of intervention.
By working closely with teachers and special services staff speech-language pathologists collaboratively help to develop effective programs for many children in school.
How long does a Speech-Language Assessment take?
It may take one to several weeks depending on the nature of the assessment. Other factors affecting the length of an assessment include the child’s attention and motivation, school activities and the Speech-Language Pathologist’s schedule. Since Speech-Language Pathologists work in several schools in a week, the time to complete an assessment varies. The assessment process is individualized, in a quiet environment outside the regular classroom, and allows for the opportunity to meet the specific needs of each child. If you would like more specific information, please contact the speech-language pathologist assigned to your child’s school.
What happens after my child’s assessment has been completed?
The speech-language pathologist who completed the assessment will meet with you to go over the results of the assessment and answer any questions that you have. The SLP also meets with your child’s teacher and any other relevant staff to discuss the results and to develop recommendations designed to provide a more effective program for your child. The results and recommendations are then written up in a formal report.
Where does the report go?
The original report is retained in your child’s confidential speech-language pathology file. One copy of the report goes into your child’s Ontario School Record (OSR) to assist educators in developing an effective educational plan. Access to these files is restricted to staff who are involved with your child’s educational program. A copy of the report is also provided to the parent/guardian.
A communication problem may affect a student’s academic and social development; throughout the school day, a child must listen, understand and express ideas in a variety of situations. These oral language skills are an important factor in learning to read and write. Communication skills are essential to making friends and getting along with teachers. In addition, students with communication problems may have difficulty expressing feelings and interpreting social situations.
Not all students with communication difficulties will experience problems in school. Assessment by a speech/language pathologist will help determine if a communication problem is likely to affect a child in school and whether or not special assistance is required.
Teachers and/or parents should discuss a student if they have questions or concerns regarding any of the following:
- Following classroom routines
- Understanding grade level content material (both oral and written)
- Reading comprehension difficulties
- Expressing ideas in writing appropriate to grade level
- Learning sound skills necessary to learn to read and write
- Use appropriate vocabulary, word order, grammar
- Listening to and understanding age appropriate stories read aloud
- Following and participating in a simple conversation and classroom discussions
- Responding to question appropriately
- Speak clearly (articulation)
- Speak fluently (stuttering)
If you have concerns about your child you may find the following links helpful.
Articulation
- Sounds are learned at different ages depending on how difficult they are to say
- If you have difficulty understanding your child’s speech and would like suggestions on what to do, click here
Hearing Loss
- To learn about the signs of hearing loss, click here
Language
- To learn about the development of expressive and receptive language for 4 and 5 year old students (JK/SK years), click here
- For expectations regarding your child’s speech and language development in the elementary school years from kindergarten to grade 5, click here
Play
- If you have concerns about your child’s social skills or to learn more about the development of play, click here
Stuttering
- To learn about stuttering is, click here
- If your child repeats sounds or words or shows signs of stuttering and you would like to know what you can do, click here
Voice
- If you are concerned about your child’s voice, click here
Parents can refer their child to the ErinoakKids Preschool Speech Language Services Program, aged 6 months until June 30 of the year they are eligible to enter Junior Kindergarten, by calling 905-855-2690.
If your child is attending school and you have questions or concerns, you can speak to your child's classroom teacher, school principal or leave a message for the Speech-Language Pathologist at your child's school.
Community Services for Speech and Language
- Erinoakkids Centre for Treatment and Disabilities
- Halton-Peel Preschool Speech and Language Services
- Assistive Devices Resource Services (ADRS)
- The Hanen Centre
- Ontario Association for Families of Children with Communication Disorders
- Community Living Mississauga
- Brampton/Caledon Community Living
- Community Living Dufferin
Speech-Language Pathology Professional Associations
- CASLPO – The College of Speech-Language Pathologists and Audiologists
- CASLPA – The Canadian Association of Speech Language Pathologists and Audiologists