We’re celebrating Dulce K., an outstanding Substitute Teacher who is passionate about helping students succeed. 

<h2 style="margin:10px 0px">Meet Our Educator of the Month, Dulce</h2>
<h3 style="margin:15px 0px">Why did you become a Substitute Teacher?</h3>

<p>
  I didn't like school when I was a child. The only class that I loved was my
  ESL one. I loved my English Teacher! Among other things, she fostered
  creativity and games to encourage us to write in English and made it really
  fun. I got a fascination for language structure and writing because of her. I
  wanted to share that love for writing and language with as many kids as
  possible, so I became a Teacher. I know that writing can open doors, and I
  want students to be able to open as many doors as they want, and not only the
  ones that they think they can open. That is why I share that love for writing
  in every classroom where I am. I believe that if I can spark the love for
  writing in children who are reluctant to write, I might be able to change
  their lives.
</p>

<h3 style="margin:15px 0px">What do you like about Cross Country Education?</h3>
<p>
  I really love working for Cross Country Education! CCE honors and values the
  teaching profession! CCE has been incredibly supportive of my career
  endeavors! I love their flexibility and how kind and professional all the team
  members are. What I value the most, is the support that I have had from the
  support team! I know I need some certain experience for my career endeavors,
  and I have received access to those experiences from the CCE Support Team. I
  am really grateful to work with CCE!
</p>

<h3 style="margin:15px 0px">
  What have you liked about your experience working at schools with Cross
  Country Education?
</h3>
<p>
  I love the fact that I have received long-term assignments because it is
  through those experiences that I have learned the most.
</p>

<h3 style="margin:15px 0px">What kind of advice would you give to those starting out in your field?</h3>
<p>
  Being a Substitute Teacher, or even a Teacher can be difficult at the
  beginning, but just like everything else, it gets better after practice. Focus
  on the positive and give credit to the students who do positive things, and
  the rest of the class will follow. Make things fun, for you and your students.
  If you do that throughout your day, as a sub or as a teacher on record, you
  will make your day enjoyable and your students will enjoy it too!
</p>

<h3 style="margin:15px 0px">Substitute Teacher Jobs</h3>
<p>
  If, like Dulce, you are passionate about making a difference in the lives of
  students, and you're ready to embark on a meaningful and rewarding adventure,
  explore our
  <a href="https://www.crosscountryeducation.com/" target="_blank"
    >Substitute Teacher jobs</a
  >
  today!
</p>


Cross Country

education

Educator Spotlight – Dulce K., Substitute Teacher

School speech-language pathologists: Learn about neurodiversity-affirming speech therapy goals for your students who stutter.

<h2>Teaching Self-Regulation</h2>

<p>"What I take from the neurodiversity movement, and where I think it applies to stuttering, is that differences can be valuable, and treatment should not focus on normalization. 
  It should focus on improving quality of life." – 
  <a href="https://leader.pubs.asha.org/do/10.1044/2022-0707-transvoices-podcast-constantino-stuttering-neurodiversity" target="_blank">Christopher Constantino, PhD</a>	
</p>
</br>
<p> The neurodiversity movement aims to reframe how we perceive differences among 
  individuals, including those with speech fluency issues like <a href="https://www.crosscountryeducation.com/blogs/stuttering-awareness" target="_blank">stuttering</a> 
  and 
  cluttering. Speech-language pathologists can benefit from exploring concepts 
  around neurodiversity and examining how the neurodiversity perspective fits 
  into their own philosophy and practice. Neurodiversity is not without 
  controversy, so SLPs should always 
  check with their district, school, and/or employer to align the approach. 
  </p>
  </br>
  <p> Here, we'll cover the concept of neurodiversity, how it applies to speech fluency, the controversy around the concept, and neurodiversity-affirming speech therapy goals, tips and activities.</p>

  <h2>About Neurodiversity</h2> 
<h3>What is neurodiversity?</h3>

<p> Neurodiversity refers to how each individual's brain develops differently and how 
  these differences affect how each person feels, thinks, behaves, and perceives the 
  world (<a href="https://www.speechease.net.au/our-voice/neurodiversity-affirming-speech-therapy/" target="_blank">SpeechEase</a>). The term was coined in the late 1990s by Australian sociologist 
  Dr. Judy Singer, who had a mother and a daughter with autism spectrum disorder. 
  While initially used to address autism, neurodiversity can be applied to any 
  perceived "disability" or "disorder," including fluency challenges like 
  stuttering and cluttering.  

</p>

<h2>Neurodiversity Controversy</h2>
<h3>What is the controversy between neurodiversity and applied behavior analysis (ABA)?</h3>
<p> Individual differences can be viewed along a spectrum. At one end, a difference can be 
  seen as a "defect" to correct and, at the other, an "asset" to celebrate. Since these 
  two views can have extremes, proponents of applied behavior analysis or ABA 
  (which focuses on using conditioning to change behavior) and neurodiversity 
  (which focuses on acceptance of behaviors) are often at odds. This conflict 
  can lead to blame and labeling within the field, including ableism 
  (discrimination in favor of "able-bodied" people) at one extreme 
  and neglect (not helping those who need it) at the other. 

</p>

<h3>How does the controversy around neurodiversity relate to speech therapy?</h3>
<p> Unfortunately, SLPs may find themselves caught in this controversy (
  <a href="https://leader.pubs.asha.org/do/10.1044/leader.FTR2.25102020.52/full/" target="_blank">ASHA</a>). 
  That's because some therapists may have training in applied behavior analysis, 
  and of course, SLPs use interventions to help improve speech and daily living 
  activities. Fortunately, there's a middle ground.
</p>
</br>
<p>In "What Can Stutterers Learn from the Neurodiversity Movement?" published in 
  <a href="https://pubmed.ncbi.nlm.nih.gov/30142648/" target="_blank">Seminars 
  in Speech Language</a>, Christopher Constantino, PhD, Assistant Professor of Communication 
  Sciences at FSU, says, "The conventional view of disability, the medical model, 
  situates disability within the individual as pathology…Rather than focusing on 
  pathology and impairment, neurodiversity emphasizes natural variation and the unique 
  skills, experiences, and traits of neurodivergent individuals." He recommends that 
  speech therapy focus on the subject's "well-being and not normalization of superficial 
  behaviors." 

</p>

</br>
<p><strong>A note about autism, stuttering and neurodiversity:</strong> Many individuals 
within the autism community have spearheaded neurodiversity advocacy. This is partly 
because of the prevalence of autism. In theory, people with autism should not have to 
adapt to fit in. Instead, society should adapt to accept individuals with autism. 
Just as the concept of neurodiversity can empower those with autism, it can also 
help individuals who stutter. What's critical is finding the balance between 
acceptance and interventions that improve quality of life and ease of communication.

</p>

<h3>How can neurodiversity be applied to speech therapy and stuttering?</h3>
<p> Neurodiversity can improve the delivery of <a href="https://www.crosscountryeducation.com/blogs/slp-resources-activities-to-support-fluency" target="_blank">speech therapy services</a> 
for all involved: 
  the individual, the therapist, the family, and the education team. 
  "Neurodiversity is both an empowerment movement and a way of thinking 
  about disability, according to <a href="https://pubmed.ncbi.nlm.nih.gov/30142648/" target="_blank">Constantino</a>. 
  It can help speech therapists realize that neurodivergence, such as stuttering, is 
  not a flaw that must 
  be corrected. 

</p>
</br>
<p>Instead, according to <a href="https://www.speechease.net.au/our-voice/neurodiversity-affirming-speech-therapy/" target="_blank">SpeechEase</a> SLP practice, "The therapy goals that are set and 
  approaches that are used support the neurodivergent individual's quality of life…and 
  while there is an inherent strengths-based approach in 
  delivering neurodiversity-affirming care, speech therapists also acknowledge that 
  there are situations and scenarios where neurodivergent clients may need additional 
  support." 

</p>

<h2>Neurodiversity-affirming Speech Therapy</h2>
<h3>How can SLPs approach speech therapy from a neurodiversity-affirming mindset?</h3>
<p>To practice neurodiversity-affirming speech therapy, SLPs can (<a href="https://leader.pubs.asha.org/do/10.1044/2022-0707-transvoices-podcast-constantino-stuttering-neurodiversity" target="_blank">ASHA</a>)
</p>
<ul style="list-style:none;">
  <li> -	Focus on unique skills and advantages that come with differences.</li>
  <li> -	Shift language away from deficits, impairments, and disorders.</li>
  <li> -	Aim to improve quality of life versus eliminate stuttering.</li>
  <li> -	Help individuals stutter more comfortably and say what they want to say.</li>
  <li> -	Consider stuttering as a path to increased fluency.</li>
  <li> -	Aim to help individuals not think about their stuttering all the time.</li>
  <li> -	Help parents with acceptance around stuttering. </li>
</ul>

<h2>Neurodiversity-affirming Speech Therapy Goals</h2>
<h3>How can SLPs write neurodiversity-affirming <a href="https://www.crosscountryeducation.com/blogs/speech-therapy-voice-and-fluency-goals" target="_blank">speech therapy goals</a>?
</h3>
<p>According to <a href="https://www.speechease.net.au/our-voice/neurodiversity-affirming-speech-therapy/" target="_blank">SpeechEase</a>, when writing goals, SLPs can:</p>

<ol style="margin-left:25px;"> 
    <li> Celebrate and incorporate individual students' special interests.</li>
    <li> Give students a choice in how they respond to others.</li>
    <li> Use neurodiversity-affirming language.</li>
    <li> Consider the words used to write speech therapy reports.</li>
    <li> Consider the language used when writing speech therapy goals. </li>
</ol>

<h2>Neurodiversity-affirming Speech Therapy Activities</h2>
<h3>What neurodiversity-affirming activities can speech therapists use with students who stutter?</h3>
<p>Examples of neurodiversity-affirming speech therapy activities include:</p>
</br>
<p><strong>Stuttering game</strong> (<a href="https://leader.pubs.asha.org/do/10.1044/2022-0707-transvoices-podcast-constantino-stuttering-neurodiversity" target="_blank">ASHA</a>) – 
This turn-taking game is designed to desensitize students from fear of showing their 
stuttering. To play, one student begins speaking. While they are speaking, the other 
student holds up a finger to make the speaker deliberately stutter. Then, the other 
takes a turn. Afterward, the group discusses whether stuttering becomes less scary 
when told to stutter. They can then practice the game while making a phone call 
(to a parent or, for example, to order pizza). This helps remove the stigma and 
fear around stuttering.
</p>
</br>
<p><strong>Practice responding</strong> (<a href="https://leader.pubs.asha.org/do/10.1044/2022-0707-transvoices-podcast-constantino-stuttering-neurodiversity" target="_blank">ASHA</a>) – 
In this activity, SLPs can lead students in practicing how they react to inadvertent "microaggressions" 
(instances when the person they're speaking to doesn't know how to respond when the 
individual stutters). For example, if someone finishes words for the student when 
they stutter, the student can say, "Please don't do that. It makes me feel rushed. 
Instead, I would prefer if you waited patiently for me to get the word out."

</p>

<h2>Supporting Neurodiversity in School and Beyond</h2>
<p> School-based SLPs are uniquely positioned to support neurodiversity. This means 
  accepting students and embracing them for their differences. SLPs must also implement 
  tools, strategies and interventions to help kids succeed in school and beyond. 
  Finding balance is key! 

</p>

</br>
<p>To learn where kids need your specialized skills in exciting locations across the 
  nation, search our school speech language pathologist jobs at 
  <a href="https://www.crosscountry.com/education" target="_blank">Cross Country Education</a>.

</p>

SLP Goals: Neurodiversity-Affirming Speech Therapy

Need self-regulation strategies for preschoolers? Teach your kids to self-soothe using music and much more!

<h2>Teaching Self-Regulation</h2>

<p> As an adult, can you think of any ways you soothe yourself when you’re stressed? 
  Do you sigh or take deep breaths, count to 10, go for a walk, or talk yourself through 
  a task? When you’re sad, angry, lonesome, anxious, irritable, or down, do you listen 
  to music, hum, or sing to lift your spirits? As adults, we use many methods to 
  self-regulate, including those centered around music. The great news is we can teach these 
  skills to young children and set them up for success in the classroom and beyond! </p>

  <h2>What Is Self-Regulation?</h2>
  <p> Self-regulation means “managing thoughts and feelings to enable goal-directed actions” 
    (<a href="https://fpg.unc.edu/sites/fpg.unc.edu/files/resources/reports-and-policy-briefs/PromotingSelf-RegulationIntheFirstFiveYears.pdf" target="_blank">U.S. Department of Health and Human Services</a>).
    Self-regulation helps us cope with strong feelings, shift our attention, and control 
    our behaviors so that we can focus 
    on our goals and get along with others. Fortunately, self-regulation is a teachable 
    skill, similar to literacy!

  </p>


<h2>Why Teach Self-Regulation to Preschoolers?</h2>
<p> As humans, we practice self-regulation from infancy. Babies avert their gaze when 
  distressed or suck their thumbs or fingers to self-soothe. Although self-regulation 
  skills can be learned throughout the lifetime, there are a couple of life stages when 
  teaching self-regulation directly can be most effective – during early childhood and 
  adolescence. Here, we’ll focus on self-regulation strategies for preschoolers.
</p>

<h2>What are the Benefits of Self-Regulation?</h2>
<p> The benefits of self-regulation are wide-ranging and can last a lifetime. 
  According to <a href="https://fpg.unc.edu/sites/fpg.unc.edu/files/resources/reports-and-policy-briefs/PromotingSelf-RegulationIntheFirstFiveYears.pdf" target="_blank">
  Duke, UNC, and the U.S. Office of Planning, Research and Evaluation</a>, 
  “Stronger self-regulation predicts better performance in school, better relationships
   with others, and fewer behavioral difficulties. Moreover, the ability to regulate 
   thoughts, feelings, and actions helps children successfully negotiate many of the 
   challenges they face, promoting resilience in the face of adversity.” 
</p>
<br>
<p>The <a href="https://www.acf.hhs.gov/opre/report/self-regulation-and-toxic-stress-foundations-understanding-self-regulation-applied" target="_blank">U.S. Administration of Children & Families</a> 
reports that self-regulation: 
</p>

<ul>
  <li> Can improve mental health, emotional well-being, academic achievement, physical 
    health, and socioeconomic success
  </li>
  <li> Can help individuals organize behaviors, control impulses, and solve problems 
    constructively </li>
  <li> Can be taught and strengthened with focused attention, support, and practice opportunities 
    in various contexts
  </li>
  <li> Can be reinforced by caregiving adults through warm and responsive interactions in which support, 
    coaching, and modeling are provided to facilitate a child’s ability to understand, 
    express, and modulate their thoughts, feelings, and behaviors
  </li>
  <li> Develops over an extended period from birth through adulthood </li>

</ul>

<h2>Self-Regulation and Music: Strategies for the Classroom</h2>
<p> Here are some self-regulation strategies centered around music to use 
  with your students:
</p>
<ul>
  <li><a href="https://www.youtube.com/@MusicForKiddos/videos" target="_blank">Music for Kiddos</a> – Available for free via YouTube, Music for Kiddos features songs 
    by board-certified music therapist Stephanie Leavell. These pleasant, simple songs 
    also feature accompanying videos, which are approximately 2 minutes long. Watch, 
    sing along, and teach your students songs like I <a href="https://www.youtube.com/watch?v=p5Tw8D56WjI" target="_blank">Need a Break</a>, <a href="https://www.youtube.com/watch?v=_DV-qxbwUo8" target="_blank">Breathe</a>, 
    <a href="https://www.youtube.com/watch?v=fHlA_bCLyEY" target="_blank">Yoga Song</a>, 
    and I <a href="https://www.youtube.com/watch?v=kS_wLy8K38s" target="_blank">Can Do Things When They’re Hard</a>.
  </li>
  <li> <a href="https://www.pbs.org/parents/thrive/7-music-games-for-practicing-self-regulation" target="_blank">PBS Music Games for Practicing Self-Regulation</a> – 
  PBS’s resource has ideas and links 
  to activities like <a href="https://www.pbs.org/parents/thrive/action-rhymes-and-fingerplay-books" target="_blank">finger play songs</a> 
  including Miss Mary Mack, Wheels on the Bus, Shoo 
  Fly, and Head, Shoulders, Knees and Toes. It also suggests 
  <a href="https://www.pbs.org/parents/crafts-and-experiments/practice-self-control-by-playing-freeze-dance" target="_blank">Freeze Dance</a> 
  for self-control, 
  drawing along to music (music maps), singing and rocking a doll or toy to Rock-a-bye Baby, 
  drumming on a hamper or pot, and conducting others in singing ABCs using a baton or 
  a wand. 
  </li>
  <li><a href="https://www.musictherapyworks.co.uk/relaxation-and-emotional-regulation" target="_blank">Music Therapy Works</a> – 
  This UK-based charity provides music therapy for infants through young children with special needs. They recommend using guided listening and imagery to process emotions and promote positive thinking, making music together to foster interpersonal connection, writing songs and singing to promote creative self-expression, using consistent slow tempos and soft harmonies to align with the body’s 
pace and rhythms, and performing progressive muscle relaxation to music.
  </li>

</ul>


<h2>Other Ideas for Teaching Self-Regulation for Preschoolers</h2>
<p>While our focus here has been primarily on music, early childhood educators can teach self-regulation strategies in various ways! Get creative and use teachable moments to jump in and model self-regulation. Turn virtually any activity into a mini self-regulation lesson when a child becomes 
  upset. Here’s a list of more ideas from our team to promote self-regulation:</p>

  <ul>
    <li> Provide sensory items like fidget spinners or poppers </li>
    <li> 		Provide manipulatives like self-regulation stones or calm-down cubes </li>
    <li> 		Take a wiggle break </li>
    <li> 		Practice taking deep breaths together </li>
    <li> 		Provide sensory headphones </li>
    <li> 		Get a cup of water </li>
    <li> 	Read a book about emotions </li>
    <li> 	Teach self-talk </li>
    <li> 	Name our feelings – sad, frustrated, mad, lonesome </li>
    <li> 	Use an emotions chart </li>
    <li> 		Notice physical sensations – queasy belly, tight fists, clenched jaw </li>
    <li> 		Ask self-awareness and self-reflection questions </li>
    <li> 		Model or act out self-regulation for the children  </li>
    <li> 	Practice maintaining or shifting focus to/from objects, emotions, or activities </li>
    <li> 	Practice turn-taking </li>
    <li> 	Practice sharing materials </li>
    <li> 	Give choices </li>
    <li> 	Build in transition time </li>
    <li> 	Build trust and positive relationships </li>
    <li> 	Create a structured environment with calm-down spaces </li>
    <li> 	Help students understand the “why” </li>
    <li> 	Play games to practice self-regulation, like Red Light, Green Light, Duck Duck Goose, Simon Says </li>
    <li> 	Teach problem-solving steps </li>
    <li> 		Teach patience, empathy and compassion </li>
    <li> 	Role-play social or emotional situations </li>
    <li> 	Post visual reminders of self-regulation strategies </li>
  </ul>
</br>
  <p> We hope you’ve found our resource on using music and other methods to help your 
    students with self-regulation a helpful addition to your teaching toolkit. Don’t 
    forget to bookmark this page so you can return to it when needed! While you’re here, 
    take a look at our other helpful <a href="https://www.crosscountry.com/blog?subCategory=Education" target="_blank">resources for educators</a>.

  </p>
  <br>

  <p><strong> Ready for your next career move? Find out 
    <a href="https://www.crosscountry.com/education" target="blank">where kids need you most</a> 
    across the nation now.</strong>
  </p>

Self-Regulation Strategies for Pre-Schoolers: Music, Dance, and More!

Self-Regulation Strategies for Pre-Schoolers: Music, Dance, and More

Educators can effectively convey learning expectations and create an environment that motivates students to consistently strive for and accomplish their objectives. Read more about strategies for nurturing growth through struggle in this blog.  

<p>
  In education, the concept of struggling often triggers unease and resistance. This is 
  true for both educators and students, as they confront the apprehension of failure 
  intertwined with the process of learning itself. However, it's essential to understand 
  that struggling is not a sign of defeat; rather, it's a part of the learning process 
  that signifies growth.
</p>
<br>
<p> In neuroscience, research shows a relationship between learning and struggle. 
  According to an <a href="https://www.edsurge.com/news/2019-10-28-why-struggle-is-essential-for-the-brain-and-our-lives" target="_blank">EdSurge article</a>, 
  “if we are not struggling, we are not learning.1” 
  When we encounter difficulties and push ourselves beyond our comfort zones, the brain 
  responds by forming new neural connections. These connections are the building blocks 
  of knowledge acquisition and skill development.
</p>
<br>
<p> Yet, the dynamics shift within the classroom setting when struggling morphs into a 
  persistent mindset. The 2018 Medium article, <a href="https://medium.com/@jackiegerstein/helping-learners-develop-persistence-moving-beyond-i-cant-do-this-7920f6981359" target="_blank">
  "Helping Learners Develop Persistence: Moving Beyond 'I Can't Do This,'"</a> 
  discusses the necessity of changing the negative 
  perception of struggle. It emphasizes the importance of cultivating a persistent 
  mindset among learners using diverse strategies. Educators play a pivotal role in 
  guiding and aiding students through these strategies, teaching them how to effectively 
  tackle challenges rather than evade them2. By fostering <a href="https://www.crosscountry.com/blog/grit-in-the-classroom?" target="_blank">student persistence or grit</a>, 
  educators can effectively convey learning expectations and create an environment that 
  motivates students to consistently strive for and accomplish their objectives. 
</p>

<h2>Strategies for Nurturing Growth through Struggle</h2>
<p> As educators, it's crucial to take proactive steps to reshape the narrative around 
  struggling in the classroom. We want to shift the mindset so that students anticipate 
  challenges, and also find ways to work through them. Here are some effective strategies 
  that can make a significant difference:
</p>

<ol style="margin-left:20px;">
  <li> <a href="https://positivepsychologynews.com/news/kathryn-britton/2014061829119" target="_blank">“I can’t do this… yet.”</a>  
  Educators can foster persistence and address student reluctance by rephrasing learning 
  challenges. Adding the word "yet" conveys that learning is an ongoing process.
  </li>

  <li> <a href="https://www.weareteachers.com/ways-to-scaffold-learning/" target="_blank">Offer Scaffolding:</a> 
  Break down complex assignments into smaller, manageable tasks. This allows students to 
  experience a sense of accomplishment by completing tasks.
  </li>

  <li><a href="https://youtu.be/2AT3ped6GsI?si=y2WasuM7wu4GjYJA" target="_blank">Celebrate Small Wins:</a> 
  Encourage students to celebrate their achievements, no matter how small, acknowledges 
  these victories and boosts confidence and motivation.
  </li>

  <li><a href="https://www.crosscountry.com/blog/grow-a-growth-mindset?" target="_blank">Cultivate a Growth Mindset:</a> 
  Teach students that struggle is not indicative of 
    failure but a stepping stone towards improvement. A growth mindset emphasizes the 
    idea that abilities and work ethic can be developed through dedication and effort.
  </li>

  <li><a href="https://www.edutopia.org/blog/tips-providing-students-meaningful-feedback-marianne-stenger" target="_blank">
  Provide Constructive Feedback: </a> Offer feedback that focuses on the process rather 
    than just the outcome. This helps students understand where 
    they went right or wrong and guides them towards refining their approach.
  </li>

  <li><a href="https://learn.teachingchannel.com/class-culture2/students-work-together" target="_blank">Foster a Supportive Community:</a> 
  Create an inclusive classroom environment where students feel comfortable seeking help 
  from both teachers and peers. Collaboration can often provide fresh perspectives and 
  insights that alleviate struggle.
  </li>
</ol>

<h2> Embracing Struggle </h2>
<p> In the journey of education, it's essential to reframe our perspective on struggling. 
  Rather than fearing it, we should embrace it as an essential element of growth. As 
  educators, our role is not only to impart knowledge but to instill in our students 
  the resilience and determination needed to navigate the complex terrain of learning. 
  By implementing strategies that foster a positive outlook towards struggling, 
  we empower our students to become lifelong learners. 
</p>

<h3>References:</h3>
<ol style="margin-left:20px;">
    <li> Boaler, J. (2019). Why struggle is essential for the brain — and our lives. 
EdSurge. <a href="https://www.edsurge.com/news/2019-10-28-why-struggle-is-essential-f
or-the-brain-and-our-lives" target="_blank">https://www.edsurge.com/news/2019-10-28-why-struggle-is-essential-f
or-the-brain-and-our-lives</a> </li>

<li> Gerstein, J. (2018). Helping Learners Develop Persistence: Moving Beyond “I Can’t Do This.” 
Medium. <a href="https://medium.com/@jackiegerstein/helping-learners-develop- persistence-moving-beyond-i-cant-do-this-7920f6981359" target="_blank">
https://medium.com/@jackiegerstein/helping-learners-develop- persistence-moving-beyond-i-cant-do-this-7920f6981359
</a>
</li>
</ol>

Embracing Struggle: A Path to Growth and Learning

School psychologists: Here’s a refresher on dyslexia and other reading disorders along with a list of assessments commonly used to identify challenges with reading.

<h2>Understanding and Assessing Reading Disorders Among Students</h2>
<p>
 “One in five children in the U.S. have learning and attention issues such as dyslexia 
 and ADHD, yet…<strong>48 percent</strong> of parents believe incorrectly that children will outgrow 
 these brain-based difficulties, and <strong>33 percent</strong> of educators say that sometimes what 
 people call a learning disability is really just laziness” (<a href="https://www.ncld.org/news/newsroom/the-state-of-ld-understanding-the-1-in-5/" target="_blank">National Center for 
 Learning Disabilities</a>). In addition to being misunderstood by parents and teachers, 
 kids with learning disabilities are also more likely 
 to <strong>experience low self-esteem, repeat a grade, get 
 suspended, or drop out</strong> (<a href="https://www.ncld.org/news/newsroom/the-state-of-ld-understanding-the-1-in-5/" target="_blank">NCLD</a>). 
</p>
</br>
<p> That’s why it’s critical for school psychologists and other educational specialists 
  to recognize and understand these types of learning differences. Fortunately, <strong>early 
  intervention</strong> from adults with the right skills and training can work wonders for 
  individuals with reading disorders. <strong>School psychologists are uniquely positioned 
  to serve in this capacity.</strong> They can enlist the help of a team, including speech-language 
  pathologists, special education teachers, 
  paraprofessionals, reading intervention specialists, counselors, parents and others. 
</p>
</br>
<p> Since school psychologists are responsible for <strong>evaluating students for reading 
  challenges or learning disabilities</strong>, they are at the forefront of intervention. 
  This opportunity can reset the trajectory of an individual’s lifetime. Imagine the 
  different possible outcomes between a child who receives highly 
  individualized attention and the very best interventions and a child who does not.  
</p>
<br>
<p> Here, we’ll provide:</p>
<ul>
  <li> A refresher on reading disorders, with a focus on dyslexia </li>
  <li> A note about the comorbidity of psychiatric disorders and reading disorders </li>
  <li> An overview of the school psychologist’s role in identifying and assessing reading disorders </li>
  <li> Assessments school psychologists commonly use to evaluate for reading disorders </li>
</ul>

<h2>Reading Disorders</h2>
<h3>What is dyslexia?</h3>
<p>Various disorders can affect reading. The most common is <strong>dyslexia</strong>, which affects as 
  many as 43.5 million Americans (<a href="https://www.ldonline.org/ld-topics/reading-dyslexia/dyslexia-what-brain-research-reveals-about-reading" target="_blank">LDOnline</a>). Dyslexia is a specific learning 
  disorder that affects word recognition and language skills, including reading. </p>

<h3>What is the DSM-5 criteria for specific learning disorder (which includes dyslexia)?</h3>
<p>To be diagnosed with a <strong>specific learning disorder</strong>, an 
  individual must meet these four criteria (<a href="https://www.psychiatry.org/patients-families/specific-learning-disorder/what-is-specific-learning-disorder" target="_blank">American Psychiatric Association</a>):
</p>

<ul>
  <li> Have difficulties in at least one of the following areas for at least six months 
    despite targeted help:
    <ul>
      <li> Difficulty reading (e.g., inaccurate, slow and only with much effort) </li>
      <li> Difficulty understanding the meaning of what is read </li>
      <li> Difficulty with spelling</li>
      <li> Difficulty with written expression (e.g., problems with grammar, punctuation or organization)</li>
      <li> Difficulty understanding number concepts, number facts or calculation</li>
      <li> Difficulty with mathematical reasoning (e.g., applying math concepts or solving math problems)</li>
</ul>
</li>
<li> Have academic skills substantially below what is expected for the child’s 
  age and cause problems in school, work or everyday activities.</li>
<li> The difficulties start during school age, even if some people don’t experience 
  significant problems until adulthood (when academic, work and day-to-day demands are 
  greater).
</li>
<li> Learning difficulties are not due to other conditions, such as intellectual disability, 
  vision or hearing problems, a neurological condition (e.g., pediatric stroke), 
  adverse conditions such as economic or environmental disadvantage, lack of 
  instruction, or difficulties speaking/understanding the language.
</li>
</ul>
<br>
<p>Dyslexia has been misunderstood as mixing, reversing or flipping words. 
  It also has been mistakenly associated with low intelligence or the lack of a 
  desire to learn. These misunderstandings 
  can make school particularly challenging for those with the disorder. 
</p>
<br>
<p>Most individuals with dyslexia struggle to identify the separate speech sounds 
  within words and how letters represent those sounds. They may also have difficulties with 
  spelling, writing, or pronouncing words 
  (<a href="https://dyslexiaida.org/dyslexia-basics-2/" target="_blank">International Dyslexia Association</a>).
</p>
<br>
<p>Signs of dyslexia can include (<a href="https://www.mayoclinic.org/diseases-conditions/dyslexia/symptoms-causes/syc-20353552" target="_blank">Mayo Clinic</a>):
</p>

<ul>
   <li> Late talking </li>
  <li>	Learning new words slowly </li>
  <li>	Problems forming words correctly, such as reversing sounds in words or confusing words that sound alike  </li>
  <li>	Problems remembering or naming letters, numbers and colors </li>
  <li>	Difficulty learning nursery rhymes or playing rhyming games </li>
  <li>	Reading well below the expected level for age  </li>
  <li>	Problems processing and understanding what is heard </li>
  <li>	Difficulty finding the right word or forming answers to questions </li>
  <li>	Problems remembering the sequence of things </li>
  <li>	Difficulty seeing (and occasionally hearing) similarities and differences in letters and words </li>
  <li>	Inability to sound out the pronunciation of an unfamiliar word </li>
  <li>	Difficulty spelling </li>
  <li>	Spending an unusually long time completing tasks that involve reading or writing </li>
  <li>	Avoiding activities that involve reading </li>
  <li>	Difficulty reading, including reading aloud </li>
  <li>	Slow and labor-intensive reading and writing </li>
  <li>	Problems spelling </li>
  <li>	Avoiding activities that involve reading </li>
  <li>	Mispronouncing names or words, or problems retrieving words </li>
  <li>	Difficulty summarizing a story </li>
  <li>	Trouble learning a foreign language </li>
  <li> Difficulty doing math word problems </li>
</ul>

<h2>Other Reading Disorders</h2>
<h3>What other disorders can impact reading?</h3>
<p> As mentioned above, reading disorders aren’t limited to dyslexia. Various labels 
  apply to reading problems including reading disability, reading disorder, specific 
  reading disorder and specific comprehension deficit. According to the 
  <a href="https://www.asha.org/practice-portal/clinical-topics/written-language-disorders/disorders-of-reading-and-writing/" target="_blank">
  American Speech-Language-Hearing Association</a>, other reading disorders (in addition to dyslexia) 
  include hyperlexia or reading comprehension deficit, dysgraphia or writing process 
  deficit, dysorthography or spelling deficit, and oral and written language learning 
  disability. 
  Students may have combined deficiencies in various areas, such as:</p>

<ul>
  <li> <strong>Hyperlexia</strong>, also called <strong>reading comprehension deficit</strong> 
  or specific comprehension deficit. Individuals with hyperlexia may struggle 
    with word recognition skills, reading fluency, and social, cognitive, or linguistic 
    skills.
  </li>

   <li><strong>Dysgraphia</strong>, which includes <strong>writing process deficit</strong>, 
   refers to difficulty with language or spelling-based aspects of written expression. 
   It can occur with dyslexia or other learning disabilities. </li>

    <li><strong>Dysorthography</strong>, or <strong>spelling deficit</strong>, refers to difficulty encoding phonological 
information and can impact reading and writing. </li>

    <li><strong> Oral and written language learning disability</strong> refers to deficits 
    in spoken and written language that affect reading, spelling and writing. </li>
</ul>

<h2>Comorbidity of Psychiatric Disorders with Reading Disorders</h2>
<p> School psychologists are uniquely situated to be on guard for students who may have a 
  <strong>psychiatric disorder and a reading disorder</strong>. Research shows these comorbidities may not 
  be understood entirely in mental health settings and points out the 
  importance of <strong>integrating adequate treatment</strong> for students with 
  comorbidities. 
</p>
<br>
<p>In <a href="https://www.frontiersin.org/articles/10.3389/fpsyt.2018.00101/full" target="_blank">Frontiers in Psychiatry</a>, 
Hendren et al. point out, "Assessment and intervention 
  for RD may be delayed or absent in children with frequently co-occurring mental disorders 
  not fully responding to treatment in both school and mental health settings … 
  In addition to the risk for academic struggle and social, emotional, and behavioral 
  problems, those with RD often show early evidence of combined or intertwined … attention 
  deficit hyperactivity disorder, anxiety and depression, disruptive, 
  impulse-control, and conduct disorders, autism spectrum disorders, and other SLDs.” 
</p>
</br>
<p> The researchers recommend that when evaluating students for reading disorders, 
  the diagnostician carefully consider primary and secondary diagnoses, for example, 
  “whether a child presents with ADHD and has a 
  secondary difficulty in reading or presents with RD that results in inattention.” 
</p>
<h2>The School Psychologist’s Role in Assessing Reading Disorders</h2>
<p> Procedures for evaluating students for reading disorders vary within states and 
  districts. School psychologists should always 
  follow the guidelines for their situation. Generally, school psychologists will:
</p>
<ol>
  <li><strong> Perform initial assessments.</strong> School psychologists may observe 
  students in the classroom or administer quick evaluations based 
    on referrals from teachers, parents or other educational professionals.</li> 

    <li><strong>Conduct comprehensive assessments.</strong> Once a child has been 
    identified as having a potential reading disorder, school psychologists will lead a 
    formal evaluation that includes a review of history, reading and 
language assessments, analysis of work samples, and data collection. </li>

    <li><strong>Analyze data to arrive at a diagnosis.</strong> Next, the school 
    psychologist will analyze the data, compare it to grade-level benchmarks and note 
    discrepancies. They’ll then arrive at and document a diagnosis and 
    recommendations for intervention.
    </li>

  <li><strong>Collaborate with the student’s team to develop an intervention plan.</strong> 
  The school psychologist will then work with support staff to tailor an individualized 
  plan with strategies and accommodations to support the student's needs. </li>

</ol>
<h2>Assessments for Reading Disorders</h2>
<h3>What are some assessments school psychologists commonly use to test for reading disorders like dyslexia?</h3>
<ul>
  <li> Phonological Awareness Literacy Screening (PALS) </li>
  <li> Comprehensive Test of Phonological Processing (CTOPP)</li>
  <li> Woodcock Reading Mastery Tests</li>
  <li> Test of Word Reading Efficiency (TOWRE)</li>
  <li> Dynamic Indicators of Basic Early Literacy Skills (DIBELS)</li>
  <li> 	Gray Oral Reading Tests (GORT) </li>
  <li> Wechsler Individual Achievement Test (WIAT) </li>
  <li> Nelson-Denny Reading Test </li>
  <li> Rapid Automatized Naming (RAN) Assessments</li>
  <li> Wechsler Intelligence Scale for Children (WISC)</li>
  <li> Stanford-Binet Intelligence Scales </li>
  <li> Test of Written Language (TOWL) </li>
  <li> Test of Orthographic Competence (TOC)</li>
  <li> Clinical Evaluation of Language Fundamentals (CELF) </li>
</ul>
<br>
<p>Additionally, school psychologists will typically use:</p>
<ul>
  <li> Observation of students during classroom activities, one-on-one interactions, 
    and other learning situations </li>
  <li> Informal assessments, like asking students to read aloud or retell a story </li>
  <li> Parent and teacher input via interviews, questionnaires, and surveys </li>
</ul>
</br>
<p>We hope this resource on dyslexia and other reading disorders is a useful addition to your school 
  psychologist toolkit. To discover where your specialized skills are needed most nationwide, browse 
  our <a href="https://www.crosscountry.com/education" target="_blank">school psychologist jobs</a> 
  now.
</p>

School Psychologist Resources: Dyslexia, SLD, and Other Reading Disorders

School Psychologist Resources Dyslexia SLD and Other Reading Disorders

Add these evidence-based and OT-recommended occupational therapy interventions for motor skill development to your toolkit! 

<h2>How School OTs Can Help Students Improve Motor Skills</h2>
<p>As highly trained specialized providers, occupational therapists know it’s important to 
  <strong>implement OT interventions that are backed by evidence. </strong>
</p>
</br>
<p>The challenge is…the <strong>research is not always abundant or clear.</strong> </p>
</br>
<p>This is the case regarding <strong>motor skills interventions within school settings</strong>. 
  Some studies point to positive results of particular approaches, while others 
  contradict those results. Reasons for discrepancies in the research may include 
  small sample sizes, variances in diagnoses, root causes of motor issues, varied 
  age groups and settings, and the 
  human factor involved in this type of research. Kids aren’t numbers, after all.
</p>
</br>
<p>The inconsistency in the studies on school-based motor skills OT interventions points 
  to the need for more research, of course, but also affirms <strong>how critical it is for OTs 
  to individualize therapy</strong>. Each child is different, each setting, each motor challenge, 
  each diagnosis – there are seemingly infinite variables. 
  <strong>However, successful school OTs 
  know how to search for solutions, get creative, rely on resources, 
  ask colleagues and try a range of approaches until they find what works.</strong> 
</p>
</br>
<p>Here, we’ll help you do just that! We’ll cover some <strong>recent research on motor 
  skills interventions for children</strong>, keeping in mind that the existing knowledge 
  base continues to unfold. We’ll also include some <strong>anecdotal resources</strong>, 
  OT practices 
  recommended by others in the field that you can try out as part of your toolkit to 
  find what helps individual children. As you embark on your own research to discover 
  what helps the children you serve, 
  remember that you’ve got the training, expertise, and resources to find answers!</p>

  <h2>Importance of Building Motor Skills</h2>
  <p>According to studies, strong motor skills benefit children in various ways: </p>
  <ul>
    <li> <strong>Cognitive strength:</strong> “Long-term motor skill learning practice 
    is accompanied by increased cognitive benefits as skill proficiency increases” 
    (<a href="https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1017825/full" target="_blank">
    Frontiers of Psychology</a>
    ).
    </li>
    <li><strong>Behavioral development:</strong> 
    “Motor skills can instigate a cascade of developments in … perception and cognition, 
    language and communication, emotional expression and regulation, physical growth and 
    health, and so on” (
      <a href="https://pubmed.ncbi.nlm.nih.gov/33166961/" target="_blank">Nestlé Nutrition Institute Workshop Series</a>
      ).
    </li>
    <li> <strong>Physical activity:</strong> 
    “Children with poorer motor skill performance were less active than children with 
    better-developed motor skills” (<a href="https://onlinelibrary.wiley.com/doi/full/10.1038/oby.2008.214" target="_blank">Obesity Research Journal</a>
    ).
    </li>
  </ul>

  <h2>Evidence-Based OT Interventions for Motor Skill Development</h2>
  <p>While OTs can find a range of motor skills activities online, many are not 
    evidence-based (granted, that doesn’t necessarily mean they’re ineffective; 
    only that they may not have been studied formally). Research does show 
    promise in the following types of interventions for motor skill development:
  </p>

  <h5>Metronome training</h5>
  <p>In a study on metronome training, “As a group, the children made significant 
    improvements in complex visual choice reaction time and visuomotor control after 
    the training…These results suggest Interactive Metronome training may address 
    deficits in visuomotor control and speed…” (
      <a href="https://pubmed.ncbi.nlm.nih.gov/19202457/" target="_blank">International Journal of Rehabilitation 
    Research</a>). 
    See <a href="https://my.clevelandclinic.org/pediatrics/departments/interactive-metronome" target="_blank"> Cleveland Clinic</a> 
    and <a href="https://www.yourtherapysource.com/blog1/2012/11/08/using-metronome-apps-to-teach-gross-motor-skills/" target="_blank">Your Therapy Source</a> 
    for information on metronome training.
  </p>

  <h5>Task-oriented intervention</h5>
  <p>In another study, “A comparison between classes of intervention showed 
    strong effects for task-oriented intervention…and physical and occupational 
    therapies…” (<a href="https://onlinelibrary.wiley.com/doi/10.1111/dmcn.12008" target="_blank">
    Developmental Medicine and Child Neurology</a>). According to the 
    researchers, “task-oriented approaches work on teaching essential activities 
    of daily living and, thereby, stimulate participation 
    at home, school, in leisure, and sports.” Task-oriented interventions include:
    </p>
    <ul>
      <li><strong> Neuromotor Task Training</strong> (NTT) (see <a href="http://neuromotortasktraining.org/node/35" target="_blank">Neuromotor Task Training</a>)
       and </li>
      <li> Cognitive Orientation to Daily Occupational Performance (CO-OP) 
        (see <a href="https://www.yourtherapysource.com/blog1/2015/11/18/cognitive-orientation-to-daily-occupational-performance-approach/" target="_blank">Your Therapy Source</a>) 
      </li>
    </ul>

<h5>Goal-oriented play activities</h5>
<p> Goal-oriented play activities have also been effective in targeting motor skill 
  development. In one study, to pass a goal, children had to “run, walk on a balance beam, 
  move sticks, throw and catch the ball, and arrange blocks…All six training activities 
  conducted for 12 weeks provided significant improvements in the motor skills areas in 
  children aged 4.5–6 years old” (<a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8625902/" target="_blank">Children Journal</a>)
</p>

<h2>OT-Recommended Interventions for Motor Skill Development</h2>
<p>Although they may have only anecdotal evidence, some of the best ideas 
  come from the field. Consider exploring these 
  resources with motor skill interventions provided by other occupational therapists:</p>

  <h5>Gross Motor Coordination Activities from OT Toolbox</h5>
  <p><a href="https://www.theottoolbox.com/gross-motor-coordination-activities/" target="_blank">This resource</a> 
  from OT Toolbox includes gross motor interventions like:</p>

  <ul>
    <li> Core strengtheners: sit-ups, planks, wall kicks, donkey kicks, etc. </li>
    <li> Follow the leader </li>
    <li> Obstacle course </li>
    <li> Dance moves </li>
    <li> Ball dribbling </li>
    <li> Target toss </li>
    <li> 	Twister </li>
    <li> Climbing </li>
    <li> Pillow jumping </li>
    <li> 	Big shoe walking </li>
    <li> Hand games </li>
    <li> Mirror image </li>
    <li> Hokey pokey </li>
    <li> Animal walks  </li>
    <li> Rhythm games </li>
    <li> Therapy ball </li>
    <li> Shark run and more  </li>
  </ul>

  <h5>35 Fine Motor Activities: Our Therapist’s Ultimate List</h5>
  <p><a href="https://napacenter.org/fine-motor-activities/" target="_blank">This resource</a>, 
  from the pediatric OTs and Neurological and 
    Physical Abilitation (NAPA) Center, includes fine-motor interventions like:</p>

    <ul>
      <li> Peeling and placing stickers </li>
      <li>	Threading and lacing </li>
      <li>Using sidewalk chalk </li>
      <li>	Picking up cheerios </li>
      <li>	Popping bubbles </li>
      <li>	Sorting coins </li>
      <li>Putting pegs in a pegboard </li>
      <li>	Using tweezers </li>
      <li>	Playing with clay </li>
      <li>	Playing Connect 4, Jenga, Operation, Legos, Mancala and more </li>
    </ul>

    <h2>Frequency Matters</h2>
    <p>Above all, remember that <strong>frequency matters</strong>. Researchers from the University of 
      Texas at Arlington determined 
      <strong>frequency is critical when implementing motor skills 
      intervention with children</strong> (<a href="https://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1567&&context=ijahsp" target="_blank">Internet Journal of Allied Health Sciences and Practice</a>). 
      The UT Arlington team compared two group programs focused on strengthening gross-motor 
      skills, motor proficiency, and visual-motor integration in youth with developmental 
      coordination disorder (DCD). The group activities in the program targeted upper-body 
      coordination, fine-motor abilities, and balance. The first program was 10 one-hour 
      sessions held once/week for 10 weeks. The second program was 24 one-hour 
      sessions held twice/week for 12 weeks. The more frequent 24-session program 
      showed significant improvements in manual coordination. However, no significant 
      changes were observed after the 10-session once/week intervention program. 
      <strong>This research confirms why school-based OTs 
      should provide motor skills interventions for students as frequently as possible.
      </strong>
    </p>
</br>
    <p>Thanks for reading our resource on evidence-based and anecdotal interventions for 
      motor skill development in school settings! Don’t forget to 
      <strong>bookmark this resource</strong> so you can return to it when you’ve got a 
      child on your caseload who needs help strengthening motor skills. 
    </p>
</br>
    <p> 
      While you’re here, check out our other resources for school OTs on topics like 
      <a href="https://www.crosscountry.com/blog/advocates-and-attorneys-guidance-for-school-ots?" target="_blank">
      collaborating with advocates and attorneys</a>, 
      <a href="https://www.crosscountry.com/blog/time-management-tips-for-busy-school-based-occupational-therapists?" target="_blank">
      managing your time when you’re a busy school OT</a>, 
      and <a href="https://www.crosscountry.com/blog/how-to-engage-students-with-behavior-issues?" target="_blank">
      engaging students with behavior issues</a>.

    </p>
    </br>
    <p> Find your next career adventure as <a href="https://www.crosscountry.com/education" target="_blank">a school OT</a> 
    today.
    </p>

Evidence-based Interventions for Motor Skills Development in School Settings

Reocurring nightmares related to school are not uncommon. Whether it’s about having a missing assignment, showing up to an unexpected midterm, or having to give a presentation on a topic you know nothing about, these dreams can be terrifying. Now imagine you’re in one of those dreams but this time nobody in your class speaks the same language as you. Read more about strategies to support your English Language Learners in this blog.  


<p>Reocurring nightmares related to school are not uncommon. Whether it’s about having a
  missing assignment, showing up to an unexpected midterm, or having to give a
  presentation on a topic you know nothing about, these dreams can be
  terrifying. Now imagine you’re in one of those dreams but this time nobody in
  your class speaks the same language as you. Language barriers not only add a
  level of complexity but they can heighten anxiety in some situations. So as an
  educator what can you do to ease your students’ stress levels and prevent one
  of these nightmares from becoming a reality?
</p>
<p>
  Admittedly, assisting English language learners (often referred to as ELLs)
  can be difficult, especially if you aren’t fluent in their native language.
  The good news is that you don’t have to be bilingual to effectively work with
  ELLs. Below are 6 strategies to support the English language learners you work
  with.
</p>
<p>
  <em>1. Add to Auditory Learning</em>: While it’s
  important that English language learners practice their listening skills using
  “actions and illustrations to reinforce oral statements”¹ has also been shown
  to support their education. Additional support strategies could also include
  physical gestures, dances, math examples, a word wall etc.
</p>
<p>
  <em>2. Sentence Starters</em>: Another tool for
  educator’s hoping to help their English language learners is to utilize
  sentence starters. Research has shown that asking “for completion, not
  generation”¹ can push them in a positive direction.&nbsp;
</p>
<p>
  <em>3. Pair Students</em>: Not only do students
  typically enjoy working with their peers but it “provides the English language
  learner with opportunities to grow socially and academically within the
  context of school”.²&nbsp;
</p>
<p>
  <em>4. Avoid Using Idioms, Expressions, or Phrases</em
  >: “It’s a piece of cake” might mean that&nbsp;something is simplistic to us
  however, it makes no sense to those who are not familiar with the expression.
  Chances are this idiom is more likely to make someone hungry than it is to
  help them understand something’s simplicity. “The use of idioms is confusing
  to anyone who is not fluent in the language being spoken”.²
</p>
<p>
  <em>5. Give Students Options</em>: This strategy isn’t
  only for ELLs however it’s one worth mentioning. The Department of Education’s
  website posted a paper that states “think in terms of developing webs, concept
  maps, flow charts, graphs, tables, matrices, and illustrations. Move away from
  the traditional methods of assessments”.³ This shift in thinking can give
  students varying opportunities to show what they’ve learned.&nbsp;
</p>
<p>
  <em>6. Build Word Associations</em>: Learning theory
  has proven that meaning through association leads to learning. As an educator
  we can “help students relate words between languages”³ for students to build a
  greater bond between their native language and English. An example of this
  would be the word occupied is similar to the Spanish translation for busy,
  ocupada.
</p>
<p>
  Ultimately, most, if not all, of the above strategies can be used effectively
  with all students, not just English Language Learners. That being said, the
  best way to stave off school nightmares for your students is to continue to
  support them as individuals.&nbsp;
</p>
<h3> References:</h3>
<ol>
  <li>
    Gray, T., &amp;amp; Fleischman, S. (n.d.). Successful strategies for English
    language learners.
    <a
      href="https://jan.ucc.nau.edu/~smr2/strategiesforELLstudents.pdf"
      rel="noopener noreferrer"
      target="_blank"
      >https://jan.ucc.nau.edu/~smr2/strategiesforELLstudents.pdf</a
    >
  </li>
  <li>
    Buteau, G., &amp;amp; True, M. (2009). Differentiating Instructional
    Strategies to Support English Language Learners. New England Reading
    Association Journal, 44(2), 23–25.<a
      href="https://webcapp.ccsu.edu/u/faculty/TurnerJ/NERA-V44-N2-2009.pdf"
      rel="noopener noreferrer"
      target="_blank"
      >https://webcapp.ccsu.edu/u/faculty/TurnerJ/NERA-V44-N2-2009.pdf</a
    >
  </li>
  <li>
    Ziegenfuss , R. G., Odhiambo, E., &amp;amp; Keys, C. (2014). How Can We Help
    Students Who Are English Language Learners Succeed?&amp;nbsp; . Current
    Issues in Middle Level Education , 19(1), 58–62.
    <a
      href="https://doi.org/https:/files.eric.ed.gov/fulltext/EJ1087693.pdf"
      rel="noopener noreferrer"
      target="_blank"
      >https://doi.org/https://files.eric.ed.gov/fulltext/EJ1087693.pdf</a
    >
  </li>
</ol>



6 Strategies to Support English Language Learners

In this blog, we aim to address the unique challenges and opportunities educators encounter while supporting Latinx students with diverse learning needs. By fostering culturally responsive approaches, understanding the importance of language and heritage, and collaborating with families, we can create an inclusive and empowering learning environment for every Latinx student. Let's dive in!

<p>
In this blog, we aim to address the unique challenges and opportunities educators 
encounter while supporting Latinx students with diverse learning needs. By fostering 
culturally responsive approaches, understanding the importance of language and heritage, 
and collaborating with families, we can create an inclusive 
and empowering learning environment for every Latinx student. Let's dive in!
</p>
<h3> Embracing Cultural Responsiveness</h3>
<ul style="padding:0px 30px;">
    <li> Cultural responsiveness is essential in any educational 
        setting, but it becomes even more critical when working with Latinx students. 
        Understanding their cultural backgrounds, traditions, and experiences can help us 
        create a nurturing and supportive environment that celebrates diversity. </li>
    <li> Check out <a href="https://www.nationalequityproject.org/culturally-responsive-teaching?gclid=Cj0KCQjwwvilBhCFARIsADvYi7LFajMFEx6Js9XwqcfPwfxKZdfBZu0U4jrj0W_V03c1rPJATtH2VzAaAhacEALw_wcB" target="_blank">
    The National Equity Project</a> for strategies to promote cultural 
        responsiveness, such as incorporating diverse perspectives into the curriculum, 
        acknowledging and valuing different learning styles, and engaging with families 
        and communities.
    </li>
</ul>
<h3>Language as an Asset</h3>
<ul style="padding:0px 30px;">
    <li> For many Latinx students, English might not be their first language, which can present unique challenges in the classroom. However, bilingualism and 
        multilingualism are valuable assets that can enrich the learning experience.</li> 
    <li> Check out <a href="https://www.edweek.org/teaching-learning/opinion-the-six-most-effective-instructional-strategies-for-ells-according-to-teachers/2021/06" target="_blank">
    The Six Most Effective ELL Strategies - According to Teachers</a> 
    that can be adapted for all ages and modalities.
     </li>
</ul>
<h3>Building Strong Home-School Partnerships</h3>
<ul style="padding:0px 30px;">
    <li> Collaboration between educators and parents is fundamental to a student's 
        success. For Latinx families, who may have unique perspectives on education and 
        varying levels of familiarity with the U.S. educational system, 
        building trust and effective communication are crucial. 
    </li>
    <li> Check out  <a href="https://blog.brookespublishing.com/11-tips-for-successful-parent-teacher-partnerships/" target="_blank">
    11 Tips for Successful Parent-Teacher Partnerships</a> 
    for tips for establishing strong home-school partnerships, involving families in the special 
        education process, and honoring cultural norms and values within these collaborations.
    </li>
</ul>

<p> By embracing cultural responsiveness, valuing bilingualism, and fostering strong 
    home-school partnerships, educators and parents can create an inclusive and empowering 
    environment for Latinx students to thrive academically and emotionally. Together, 
    we can ensure 
    that every student receives the support they need to reach their full potential!
</p>
<h5>Resources</h5>
<ol style="padding:0px 30px;">
    <li> The National Equity Project (n.d.). Culturally Responsive Teaching. Retrieved 
        July 24, 2023, from 
        <a href="https://www.nationalequityproject.org/culturally-responsive-teaching?gclid=Cj0KCQjwwvilBhCFARIsADvYi7LFajMFEx6Js9XwqcfPwfxKZdfBZu0U4jrj0W_V03c1rPJATtH2VzAaAhacEALw_wcB" target="_blank">
        https://www.nationalequityproject.org/culturally-responsive-teaching?gclid=Cj0KCQjwwvilBhCFARIsADvYi7LFajMFEx6Js9XwqcfPwfxKZdfBZu0U4jrj0W_V03c1rPJATtH2VzAaAhacEALw_wcB
        </a> 
    </li>
    <li>
        Education Week (2021, June 26). The Six Most Effective Instructional Strategies for 
        ELLs—According to Teachers. Retrieved July 24, 2023, from 
        <a href="https://www.edweek.org/teaching-learning/opinion-the-six-most-effective-instructional-strategies-for-ells-according-to-teachers/2021/06" target="_blank">
        https://www.edweek.org/teaching-learning/opinion-the-six-most-effective-instructional-strategies-for-ells-according-to-teachers/2021/06</a>

    </li>
    <li> Paul H. Brookes Publishing Co., Inc. (2021, August 10). 11 Tips for Successful Parent-Teacher Partnerships. Brookes Blog. Retrieved July 24, 2023, from 
        <a href="https://blog.brookespublishing.com/11-tips-for-successful-parent-teacher-partnerships/" target="_blank">
        https://blog.brookespublishing.com/11-tips-for-successful-parent-teacher-partnerships/</a> </li>
</ol>

Cross Country Education

Creating Inclusive and Empowering Learning Environments for Latinx Students

As a school-based speech therapist, you can profoundly impact the lives of students born with cleft lip or cleft palate. Here are our top resources on cleft palate speech therapy for SLPs. 

<h2>Speech Therapy for Students with Cleft Lip and Cleft Palates</h2>
<p> In the United States (<a href="https://www.nidcr.nih.gov/health-info/cleft-lip-palate" target="_blank">CDC</a>):</p>
<ul>
   <li> About 1 in every 1,600 babies is born with cleft lip with cleft palate </li>
  <li>	About 1 in every 2,800 babies is born with cleft lip without cleft palate </li>
  <li>	About 1 in every 1,700 babies is born with cleft palate </li>
</ul>
</br>
<p>Studies have shown children with oral clefts are at greater risk for (<a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3408555/" target="_blank">Cleft Palate and Craniofacial Journal</a>):
</p>

<ul>
  <li>	Psychological difficulties </li>
  <li>	Low self-esteem  </li>
  <li>	Auditory memory deficits </li>
  <li>	Delayed speech and language development </li>
  <li>		Expressive language difficulty </li>
  <li>	Severe central language impairment </li>
  <li>	Long-term reading deficits </li>
  <li>	Learning disabilities  </li>
</ul>
</br>
<p>
These challenges demonstrate why early intervention is critical for children with cleft 
palate or cleft lip. As a school-based SLP, you have an opportunity to profoundly 
impact the lives of children born with oral clefts. 
</p>


<h2>SLP Screening – Cleft Lip and Palate Assessment</h2>
<p>As a <a href="https://www.crosscountry.com/blog/meet-taylor-c-slp?" target="_blank">school-based SLP</a>, you may be responsible for screening a student for 
  cleft palate issues in various settings or as part of a cleft-palate-craniofacial team 
  visit. You’ll work with the team to help screen the student for 
  (<a href="https://www.asha.org/practice-portal/clinical-topics/cleft-lip-and-palate/" target="_blank">ASHA</a>):
</p>
<ul>
  <li> Anatomical/structural differences </li>
  <li>	Resonance or nasal airflow problems </li>
  <li>	Articulation errors  </li>
  <li>	Hearing issues </li>
  <li>	Expressive and receptive language skills </li>
  <li>	Language delays </li>
  <li>	Vocalization diversity and complexity </li>
  <li>	Vocalization rate </li>
  <li>	Use of communicative gestures  </li>
</ul>
</br>
<p>Further, your assessment should be:</p>
<ul>
  <li> Appropriate for the student’s age and stage of development </li>
  <li>	In the language(s) used by the student and their family </li>
  <li> Discussed thoroughly with the student’s family and treatment team </li>
</ul>

<h2>Cleft Palate Speech Therapy Goals</h2>
<p>As you develop speech therapy goals for a student with a cleft palate or cleft lip, 
  consult ASHA’s <a href="https://www.asha.org/siteassets/uploadedfiles/icf-cleft-palate.pdf">Person-Centered Focus on Function</a> 
  resource. The resource provides a 
  breakdown of assessment data as related to body functions and structures (ex., 
  unilateral cleft palate repaired at 3 and 12 months of age), activities and participation 
  (ex., difficulty being understood by unfamiliar listeners), environmental and personal 
  factors (ex., student has a strong desire to interact socially with her peers). 
  The resource then moves 
  through clinical reasoning to arrive at goals. It also provides sample goals:</p>
</br>
  <p>“Long-Term Goal:</p>
  <ul>
    <li> Maria will join in activities with peers and be understood when talking with friends and teachers in preschool and with unfamiliar 
      listeners in everyday social contexts. Short-Term Goals:
    </li>
    <li> Maria will produce /p, b, t, d/ with correct placement in all word positions to 
      eliminate glottal stops 90% of the time in structured sentences during individual 
      therapy.
    </li>
    <li> Maria will produce /s, z/ with correct placement in all word positions to 
      eliminate posterior nasal fricatives 90% of the time in structured sentences 
      during individual therapy.
    </li>
    <li> When invited by peers during free-play activities in the classroom, Maria will 
      participate in conversation in at least 4 out of 5 opportunities per week as 
      noted by the SLP and teachers.”
    </li>
  </ul>

  
<h2>Cleft Palate Speech Therapy Activities</h2>
<p>Specific therapy you use for students with cleft palate or cleft lip will depend on many factors, 
  including whether the child has had or is recovering from surgery. Consult with the team to determine 
  the best approach. Generally, school-based SLPs will work with students with oral palate 
issues on:</p>

<ul>
  <li> <strong>Articulation –</strong> Children with cleft palates may struggle with sounds produced in 
  the oral cavity, such as /p/, /b/, /t/, /d/, and /k/. Focus on teaching the correct 
  placement of articulators (e.g., lips, tongue) to produce these sounds accurately.</li>

  <li><strong> Resonance –</strong> Cleft palates can impact the resonance of a child's 
  <a href="https://www.crosscountry.com/blog/speech-therapy-voice-and-fluency-goals?" target="_blank">voice</a>, 
  leading to hypernasal or hyponasal speech. Focus on balancing the airflow through 
  the nasal and oral cavities.
  </li>
  
  <li> <strong> Language Development –</strong> Address age-appropriate language skills and 
  any delays or difficulties that may arise due to the cleft palate.
  </li>
  
  <li> <strong>Feeding and swallowing – </strong> 
  on interventions to improve oral motor skills, swallowing coordination, and feeding 
  techniques to ensure safe and efficient eating.
  </li>
  <li> <strong> Moral support –</strong> 
  Help the child deal with emotional and psychological challenges by providing 
  encouragement and resources. 
  </li>
  <li> <strong>Family education –</strong> Provide information about the child's 
  specific speech needs, therapy techniques, activities, and strategies to support 
  speech and language development at home. 
</li>
</ul>

<h2>Top School SLP Resources on Cleft Palate Speech Therapy</h2>
<p>Wondering where to turn for evidence-based resources on therapy for students with cleft 
  lip or cleft palate? Here are some go-to resources from our team of educators, along 
  with information 
  on cleft palate speech therapy, goals, assessment, activities and articulation.</p>


  <ul>
    <li><a href="https://learning.acpacares.org/store/provider/provider09.php" target="_blank"> American Cleft Palate-Craniofacial Association</a><strong>(ACPA)</strong> – 
    ACPA Online Learning features webinars for cleft and craniofacial care providers. 
    ACPA’s Education Committee members select webinar topics and speakers to reflect 
    the diverse interest areas of ACPA’s multidisciplinary membership. ACPA provides 
    continuing speech education through ASHA. Check the site regularly for upcoming 
    opportunities.
    </li>

  <li><a href="https://www.asha.org/public/speech/disorders/cleftlip/" target="_blank">
  American Speech-Language-Hearing Association (ASHA) – Cleft Lip and Cleft Palate</a> – 
  ASHA’s page on cleft lip and palate covers background, causes, testing, treatment, 
  feeding and speech. This is a great resource to provide for parents, guardians, 
  and educators.
  </li>
  
  <li><a href="https://www.asha.org/practice-portal/clinical-topics/cleft-lip-and-palate/" target="_blank"> 
  ASHA’s Clinical Page on Cleft Lip and Palate</a> – 
  This resource is an in-depth clinical guide for SLPs. It covers oral cleft incidence, prevalence, signs, 
  symptoms, causes, roles and responsibilities, assessment, treatment, resources and more. 
  </li>
 
  <li> <a href="https://www.cincinnatichildrens.org/-/media/Cincinnati Childrens/Home/service/s/speech/hcp/lecture-notes/lecture-speech-therapy-techniques-PDF(1).pdf" target="_blank">Cincinnati Children’s Speech-Language Pathology Techniques for Cleft Palate</a> – 
  This PDF is a helpful guide covering techniques for glottal stops, phoneme-specific nasal emission, palatal-dorsal productions, 
  pharyngeal plosives and more.
</li>
</ul>

<p> 
Help students who need you most! Check out our exciting opportunities nationwide 
with <a href="https://www.crosscountry.com/education" target="_blank">Cross Country Education.</a>
</p>

Cleft Lip and Cleft Palate Speech Therapy

We’re celebrating Michelle, an outstanding Behavior Intervention Implementation Specialist who is passionate about helping students succeed. 

<h2>Why did you become a Behavior Interventionist Implementor (BII) Specialist?</h2>
<p> I have been working with children for about 5 years now, before becoming a SpEd Aide. 
  I was a behavioral therapist providing services for kids with special needs and other 
  disabilities. I wanted to experience a different setting of work but wanted to 
  continue working with special needs kids, and I thought what better way then 
  helping kids reach their goals and providing support then in a school setting where 
  I can provide as much support in a behavioral and educational aspect. </p>

<h2>What do you like about Cross Country Education?</h2>
<p> Cross Country Education has one of the best outreach programs for their educators. 
  We are provided with much support and have weekly online office hours where we may 
  ask questions and find solutions to challenges that we may encounter throughout 
  our work field. There is great communication between Cross Country staff and 
  their educators, 
  very quick at responding back to any concerns or questions one may have. </p>

<h2>What have you liked about your experience working at schools with Cross 
  Country Education?</h2>
<p>I enjoy working at my current school very much, as an educator we are always 
  communicating with the 
  school’s staff and teachers to provide better 
  support and services to our kids in school. The school makes me feel 
  very welcomed every day and has allowed me to become part of their school community. </p>

<h2>What kind of advice would you give to those starting out in your field?</h2>
<p>I would advise anyone who would like to join this field is to always come to work 
  with a great and positive attitude and provide the best support you can to these kids. 
  There is no better feeling then to wake up every day and come to such a rewarding job 
  where you know you are changing these kids’ lives by giving them the 
  support and services they need to succeed and improve in their everyday life. </p>

<h2>BII Jobs</h2>
<p>If, like Michelle, you are passionate about making a difference in the lives of 
  students, and you're ready to embark on a meaningful 
  and rewarding adventure, explore our 
  <a href="https://www.crosscountry.com/education" target="_blank">Behavior Intervention Implementation jobs</a> 
  today!</p>

Educator Spotlight -Michelle, Behavior Intervention Implementation (BII) Specialist

Educator Spotlight – Michelle, Behavior Intervention Implementation (BII) Specialist

Cross Country Healthcare

Cross Country Locums

Cross Country MSN

Cross Country Allied

Cross Country Nurses

Many travel nurses enjoy having their own vehicles, so they have the freedom to explore. Contact CCH for Travel Nurse assignments.

<p>Getting ready for a travel nursing assignment requires a lot of preparation in completing all necessary paperwork, securing housing accommodations and packing everything you’ll need. However, many travel nurses (even veteran ones) often forget the importance of having a safe, reliable vehicle on a travel assignment. Are you thinking of owning your own vehicle for your travel nursing assignments? Consider the following three factors.</p><h2>Cost</h2><p>Many travel nurses do not end up living within walking distances of their travel assignments and often need to rent a car for the duration of their stay. Car rentals can be expensive, especially if you take several travel assignments per year, which is why it may be more cost-effective to own your own vehicle. However, there are many things to consider regarding costs of vehicle ownership, including car insurance and ongoing maintenance.</p><h2>Easy Shopping &amp; Transportation of Items</h2><p>As you think about transportation, it’s important to remember that your travel nursing assignment is not a vacation. As a temporary resident in a new city, you’ll have to run all your day-to-day errands yourself - such as grocery shopping, picking up dry-cleaning, or dropping a pet off at the veterinarian’s office. Having your own vehicle makes your daily routine much more manageable. Rather than lugging items (or pet!) on a bus or train, you’ll be able to get your errands done more efficiently and with less stress.</p><h2>Convenience</h2><p>While many travel nurses have assignments in cities with readily available public transportation, you may not enjoy always relying on trains and buses to get around. Travel nurses who enjoy exploring the cities they are visiting often want the flexibility to commute to places at their leisure. Having your own reliable vehicle can give you security in knowing you always have your own transportation throughout your travel assignment. Many travel nurses enjoy having their own vehicles, so they have the freedom to explore cities on their own terms.</p><p>These are just some of the many reasons why having your own vehicle can be very beneficial during a travel assignment.</p><p>While vehicle ownership comes with some ongoing expenses, you’ll likely find that the freedom and flexibility it affords is well worth the investment.</p><h2>Are you looking for new travel nursing opportunities?</h2><p>Get in touch today with Cross Country Nurses and let our recruiters assist you with the travel nursing process.</p>

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