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Ms. Vaishalie's Classroom Edit display name

  • PS 77K @ PS 178
  • Brooklyn, NY
  • More than half of students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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As a first year speech therapist working with students with moderate-severe special needs, I am constantly on the search for motivating, exciting, and effective therapy activities to incorporate during speech therapy sessions. In just a single activity, my students work on a myriad of speech goals: basic vocabulary, requesting for desired objects, expanding sentences, taking turns with peers, following 1-2 step directions, etc. The majority of my students are non-verbal or minimally verbal and their eyes immediately light up when presented with exciting and new therapy materials. My non-verbal students will enjoy using a toy microphone to encourage vocal play and babbling, which is an essential precursor to developing speech and language. My minimally verbal students will be full of excitement and glee at the prospect of being able to pull "mystery" objects out of a visually stimulating box and work on naming/describing them. Lastly, every single one of my students benefit from literacy-based activities using adapted books. I create each adapted book by laminating pages of an original story and having students match velcro'd pictures and words on each page. Since my students demonstrate deficits in language and communication, it is vital that they are exposed to many opportunities for language in as many modalities as possible: visual, auditory, and tactile!

About my class

As a first year speech therapist working with students with moderate-severe special needs, I am constantly on the search for motivating, exciting, and effective therapy activities to incorporate during speech therapy sessions. In just a single activity, my students work on a myriad of speech goals: basic vocabulary, requesting for desired objects, expanding sentences, taking turns with peers, following 1-2 step directions, etc. The majority of my students are non-verbal or minimally verbal and their eyes immediately light up when presented with exciting and new therapy materials. My non-verbal students will enjoy using a toy microphone to encourage vocal play and babbling, which is an essential precursor to developing speech and language. My minimally verbal students will be full of excitement and glee at the prospect of being able to pull "mystery" objects out of a visually stimulating box and work on naming/describing them. Lastly, every single one of my students benefit from literacy-based activities using adapted books. I create each adapted book by laminating pages of an original story and having students match velcro'd pictures and words on each page. Since my students demonstrate deficits in language and communication, it is vital that they are exposed to many opportunities for language in as many modalities as possible: visual, auditory, and tactile!

Read more

About my class

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