Program DescriptionThe CASE Hearing, Speech and Language Program is a comprehensive, language-based oral program that serves children who demonstrate auditory, speech and/or language deficits. While many of the student have hearing loss, the program is also appropriate for students with normal hearing, but language-based learning disorders. Comprehensive language-based instruction is provided in a warm, supportive environment with consideration of the student's developmental, social and emotional needs. Language intervention follows a systematic, controlled, and organized curriculum. Specialized instruction provides a strong foundation in language which is the necessary preparation for full participation in the local school system. Children in elementary school are enrolled in a self-contained class which is housed in a member school district. The program includes opportunities for inclusion in grade level general education classes. The goal of the program is to provide students with a strong foundation of communication skills so that they can access the academic content and social interaction of a general education setting to the maximum extent possible. Comprehensive language based programming occurs within the context of functional instructional activities as well as in individualized therapy sessions. Instruction in all aspects of listening, speaking, reading, and writing is well-defined and integrated. A number of interactive processes are essential for the development of language competence, and are addressed in the instructional program: Language Skills: Comprehensive language intervention requires that language instruction is systematic and sequential, and that consistent techniques, adaptations, and strategies be applied and modified according to the skill level of individual students. Language instruction is the basis of all learning activities and is intended to facilitate social interaction as well as academic achievement. Instruction in communication is intended to develop the competencies necessary for success in typical instructional settings. The CASE language curriculum provides a well-defined framework for the processes involved and the skills to be taught. Auditory Skills: Direct instruction is intended to improve the auditory skills of students in order for them to access the language of learning and social interaction. Critical to the listening process is the development of subskills related to auditory perception, memory, discrimination and processing. Children must have a solid appreciation for differences between sounds as a basis for processing and producing language. Phonological processing skills are addressed by bringing speech sound segments to awareness. Numerous strategies are incorporated into instructional activities to teach each student to use his or her listening abilities to the maximum extent possible. New concepts are presented by focusing on the auditory experience as well as other sensory input. Appropriate use of assistive listening devices is crucial to ensure that students are able to hear the speech signal at an appropriate loudness level, and to reduce the negative effects of distance and noise on the child’s ability to receive the speech signal. Staff work to ensure effective monitoring and use of students’ own hearing equipment as well as personal FM systems, which are purchased at the recommendation of an audiologist. In addition, a Sound Field FM system is used in the CASE class to facilitate listening in group settings. Speech: The approach to teaching speech is an auditory-based program for development of speech sound production, and it is the foundation for the speech curriculum. The framework provided by this approach is structured and systematic, and it is effective in facilitating the development of speech perception, phonological processes, and speech production. A multisensory approach including visual, tactile and kinesthetic cues is incorporated, as appropriate. Speech practice occurs within the classroom as well as in therapy sessions. Expectations for improved speech production are carried over in classroom activities, and speech homework supports the development of automaticity of sound production in all settings. In addition to classroom-based speech and language instruction, students receive individual and small group auditory, speech and language therapy. Social Skills Development: Students in the elementary level class participate in a weekly social skills group which is usually facilitated by a counselor. Consultation is provided to the classroom teacher. In addition, students have opportunities for interaction with peers in general education settings. Support is provided by CASE staff, as necessary. Other Services
Occupational therapy, physical therapy, and reading services also are available based on the individual needs of students. Parent Support
Parents may have opportunities to participate in a discussion group which focuses on common issues related to parenting children with hearing, speech and/or language needs. Meetings are arranged based on the request of the parents Elementary ClassThe Alcott School in Concord is the site for the elementary grade class. Depending on enrollment in any given year the program could accommodate children through fifth grade. Academic instruction is based on the curricula of the host school and the Massachusetts Curriculum Frameworks. Students at all levels receive direct academic instruction within the context of the specialized language-based classroom. Speech, language and auditory skill development is addressed within the context of the specialized classroom and in individualized therapy sessions. Students are included in general education classes as deemed appropriate by the special education Team. They could be included for social activities, lunch, recess, physical education, art, library, music, special projects, activities, field trips and/or academic areas. Referral ProcessThe referral process is initiated by the Special Education Department of the child's school district. Records are sent to the Program Administrator by the school district. This information should include: • Assessments (speech, language, audiological, psychological, academic); Referral information is reviewed by the staff. If it appears that the child's needs can be met in our class, observation of the child by teachers and the Program Administrator is arranged. A visit to the class being considered for placement is then arranged for the parents and the representative of the local school district. Placement is determined by agreement of the educational Team. CLASS LOCATION
Alcott School
Referral Contact Information Sandra Daigneault |
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Central Office: 120 Meriam Road Concord MA 01742 Tel: 978-318-1534 Fax: 978-371-7858 |