SPONSORED BY: Cyril and Methodius Catholic School | Saint Ignatius College Prep | Caterpillar Autism Learning Center | Clearbrook | SEASPAR | Shepherd’s Flock Goes Beyond | Great Lakes Volleyball Center

As the school year continues, some children are taking part in hybrid scenarios, which can pose the challenges presented by both virtual and in-person settings—as well as the added challenge of a constantly varying routine. The American Speech-Language-Hearing Association (ASHA) is offering advice for parents of children who receive school-based treatment for speech and language disorders to help their children perform their best in virtual and modified in-person learning environments.


Virtual Settings
Below are some specific challenges that children with speech and language disorders may have in virtual settings—and tips for improving their success.

Challenge #1: Being Understood. For example, a child who has trouble with pronouncing certain sounds, or a child who stutters, may be harder to understand via remote connection.

How to Help: Parents can make sure their teacher knows what supports or strategies the child needs. These may include asking a child to repeat what they said, say it using different words, type it in the chat, draw it on a whiteboard, or use gestures if others don’t understand. Parents also can encourage the teacher and classmates to tell the child if they don’t understand them.

Challenge #2: Understanding. For example, a child with a language disorder or social communication disorder may miss certain cues from the teacher that normally occur in person and that aid in comprehension—such as pointing to portions of the text when reading.

How to Help: Make sure that the teacher knows what supports or strategies your child may need. These may include use of captioning, additional “wait time” to allow the child to process information, or rephrasing of messages if the child doesn’t seem to understand. Parents can encourage their child to speak up if they didn’t understand—and even develop a script for doing so (e.g., “I didn’t get it—say it again, please”).

Challenge #3: Distraction. Children with speech and language disorders may be more easily distracted—by other children on the screen, noises or activities occurring in their own home, or the learning platform/technology itself.

How to Help: Consider the physical setup of the child’s work area, such as seating comfort, screen glare, and lighting. Try to find a quiet spot, accounting for noise from appliances (e.g., dishwasher, washer/dryer); from other people in the house; or from outside (e.g., from open windows). Eliminate technology-based distractions by closing other applications, turning off alerts, and covering distracting parts of the screen (e.g., their own image or those of particular classmates) with sticky notes.

Challenge #4: Social Isolation/Limited Social Practice. Children with language disorders and social communication disorders generally require lots of interaction with peers to improve social skills. How to Help: Ask the teacher if it’s possible to use breakout rooms with smaller groups for some lessons or set up after-school virtual activities. Organize phone calls and virtual play dates. Use social stories (short stories that illustrate a particular situation that may be challenging for children) to help explain the need for separation.

Challenge #5: Screen Fatigue. This is an issue for all children, but for those with speech and language disorders who put more effort into communication under normal circumstances, the extra energy it takes to communicate virtually can make them especially susceptible to screen fatigue. How to Help: Make room in the daily schedule for “ramp-up time” if a child needs additional time to get ready to learn or “cool-down time” to transition out of learning. Using a visual schedule to show the times for various tasks—and to highlight upcoming fun activities or breaks—can help. Also, provide lots of movement opportunities: pair review of educational content with physical activity (e.g., practice times tables during a walk around the block), and alternate educational time with physical time, when possible.

Challenge #6: Participation in Asynchronous Activities. Students may struggle to stay motivated or complete activities that are expected to occur outside of live class time, such as watching pre-recorded videos. How to Help: Consider the timing of meals, sleep, medication, and sibling schedules to find the best time to complete these tasks.

Challenge #7: Role of Parent as Facilitator/Educator. A pain point for many families, parents of children with speech and language disorders have additional challenges as they try to help their child with school while also meeting their unique needs. How to Help: Communicate with the teacher and school speech-language pathologist about challenges. Parents can even take a video of some challenges in action so professionals can offer feedback. Use a visual schedule to show “practice with mom” or “homework with dad” time. Consider cooperative groups or pods to share responsibilities with other families if you feel it’s safe (share your child’s communication needs with other parents or helpers).

In-Person Settings
The physical school environment looks very different, and change can be especially hard for children with speech and language disorders.

Challenge #1: Changes From Familiar Routines. New restrictions on where children can go in the building, where they eat lunch, where they have recess, and who they work and share materials with will require them to “un-learn” much of what they know. Children may also be challenged by new seating and classroom arrangements, and restricted interactions (e.g., no hugs, high fives, or fist bumps). How to Help: Help a child be prepared for these changes—use social stories, visual schedules, and other visual supports to help set expectations. Have them practice telling the teacher if they’re not feeling well or need to use the bathroom.

Challenge #2: Mask/Face Covering Use by Students. Students may be bothered by masks or find them uncomfortable. They also won’t be able to see facial expressions and other visual cues that aid in communication with their peers when solid face coverings are used. How to Help: Use social stories on wearing a mask, decorate and personalize the child’s mask, have them practice wearing the mask at home for longer periods of time to increase tolerance, and help them identify a “mask model”—someone the child looks up to who wears a mask. Practice using and interpreting facial expressions using the eyes and upper part of the face at home with the child.

Challenge #3: Mask Use by Teachers/School Staff. Limited physical views of facial expressions makes understanding the teacher’s meaning, intent, and emotion more difficult. It also may be harder to recognize familiar people. How to Help: Review pictures of friends, teachers, and staff without masks—and talk about how a child can identify those people (e.g., focus their attention to the person’s eyes, hair, and other distinguishing features).

Challenge #4: Following infection control routines. The need for frequent handwashing or use of hand sanitizer may be difficult to understand for some children. How to Help: Social stories, visual schedules, sharing videos from familiar favorites (e.g., Sesame Street), or timing 30 seconds of handwashing to favorite songs can all help.

In such cases where virtual and in-person settings are offered, visual schedules, checklists, and large color-coded wall calendars are helpful for children with speech and language disorders.

For more information, visit asha.org/public.

Education Resource

Cyril and Methodius Catholic School
Cyril and Methodius School provides an excellent Catholic education from Pre-K through 8th grade in a compassionate environment that strives to develop each student spiritually, academically, physically, and emotionally. In 2019, SSCM was awarded a National Blue Ribbon, which is a trademark of excellence in education. This prestigious recognition is only awarded to 50 non-public schools throughout the nation. Our Philosophy is to guide each child to realize their unique talents and fulfill his/her potential. Our goal is to enrich and develop each student through Catholic Faith by promoting self-esteem, discipline, common sense, and courtesy in a positive, healthy, respectful and safe environment. 607 Sobieski St, Lemont. (630) 257-6488. www.school.stcyril.org.

Saint Ignatius College Prep
Saint Ignatius College Prep, a Jesuit Catholic school in the heart of Chicago, is a diverse community dedicated to educating students for lives of faith, love, service and leadership. Through outstanding teaching and formation, we challenge our talented student body to intellectual excellence, integrity, life-long learning and growth. Inspired by the gospel of Jesus, this community strives to use God’s gifts to promote social justice for the greater glory of God. Located at 1076 W. Roosevelt Road, Chicago. For more information visit www.Ignatius.org.

Caterpillar Autism Learning Center
One of the hardest jobs as a parent is finding quality pre-academic services when your child has special needs. At the Caterpillar Autism Learning Center, we are offering an autism-friendly learning environment as an alternative to traditional preschool-like settings. All three of our locations are now enrolling and have no waitlist: 109 Royce Rd., Suite A, Bolingbrook. 706 Oglesby Ave. Suite 200, Normal, 8500 N Knoxville Ave, Suites A, B & C, Peoria. www.gbcautismservices.com.

Clearbrook empowers over 8,000 people impacted by intellectual and developmental disabilities. We support them—and their families—by providing support across the lifespan, helping them to live their fullest lives possible. Clearbrook provides personalized children, community day, home-based, employment, residential, and clinical services at more than 60 locations in 160 communities throughout the Chicagoland area. Learn more at www.clearbrook.org or contact us at (847) 870-7711 or info@clearbrook.org.

SEASPAR is a special recreation association offering therapeutic recreation programs and services – including 2 multi-sensory room – for people with disabilities served by the park districts of Clarendon Hills, Darien, Downers Grove, La Grange, La Grange Park, Lemont, Lisle, Westmont, and Woodridge, and the villages of Brookfield, Indian Head Park, and Western Springs. Visit www.SEASPAR.org or call 630.960.7600 for information about our year-round programming for all ages and all abilities!

Shepherd’s Flock Goes Beyond
Shepherd’s Flock Intergenerational Child Care provides the unique opportunity for children and adults to interact in a variety of activities. The benefits to the adults and to the children in our care are many. Building with Legos may help toddlers develop skills, while assisting an adult with honing their own. Located in Arlington Heights, Shepherd’s Flock prides itself on being community focused, where many families form lasting bonds. “The friendships formed here carry beyond our doors. The children who grew here, have formed lifelong relationships.” – Jennifer Soukup, Director of Shepherd’s Flock. To learn more visit www.shepherdsflock.org or call 847.368.7391.

Great Lakes Volleyball Center
Looking for a volleyball program for your son or daughter, well look no further? The Great Lakes Volleyball Center located at 579 N. Oakhurst Drive, Aurora, IL. 60502 will offer girls and boys programs three years to sixth grade with our Winter Youth Volleyball Academy (K – 6th grade). We also have a GLC Elite JH Winter program for our multisport girl athletes starting in November! For more info, call 630-898-6400 or visit www.greatlakescenter.com  FB: Sports Performance Volleyball

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