OverviewThe CASE Program for Hearing, Speech and Language is a comprehensive, language-based oral program that serves children who demonstrate auditory, speech and/or language deficits. Children enrolled in the program have the potential for academic achievement but require specialized instruction to develop the communication skills necessary to reach their full potential. Academic instruction is based on the Massachusetts Curriculum Frameworks. Comprehensive language-based instruction is provided in a warm, supportive environment with consideration of the students' developmental, social and emotional needs. Language intervention follows a systematic, controlled, and organized curriculum. Specialized instruction provides the strong foundation in language which is the necessary preparation for full participation in the local school system. Children from preschool through elementary school are enrolled in self-contained classes which are housed in member school districts. The program includes a preschool program and two elementary level programs, with opportunities for inclusion in grade level general education classes. Program DescriptionThe CASE program provides a specialized instructional setting which appropriately facilitates a child's linguistic, academic and social development. Given the appropriate foundation in the skills necessary for communicative competence, children will eventually participate in general education settings in their local school districts. 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. The approach is multisensory, and includes use of visual, tactile and kinesthetic input to support auditory and verbal instruction. Reading instruction reflects an understanding of the complex interrelationship between language and literacy. Literacy development both supports and is supported by the development of language and auditory skills. The controlled learning environment of specialized instructional settings provides the necessary structure for optimal learning throughout the day. A low student-teacher ratio assures individualized programming, adaptations, and instruction. Constant teacher encouragement and support assists students to feel secure in taking risks. Breaking down tasks into manageable steps allows students to meet with success and develop confidence when faced with challenges in learning. Effective language-based programming is based on ongoing collaboration among teachers, speech and language pathologists, and support staff. 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’ personal FM systems, based on recommendations from clinical assessments. In addition, Sound Field FM systems are used in all CASE classes to facilitate listening in group settings. Speech: The Ling 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 classes participate in a weekly social skills group which is facilitated by a trained 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 and physical therapy services also are available based on the individual needs of students. Parent Support
Parents have the opportunity to participate in a discussion group which focuses on common issues related to parenting children with unique special needs. Meetings are arranged based on the request of the parents. Preschool ClassPreschool children attend school at the Ripley Building in Concord. The program focuses on social, emotional, motor, cognitive and communication skills. Speech, language, and auditory skills development are addressed within the context of the specialized preschool classroom and in individual therapy sessions. The preschool serves students from ages 3 to 5. Depending upon the enrollment there are one or Parents are active participants in the preschool program. They observe their child in class and in speech/language therapy on a routine, scheduled basis. The preschool language curriculum is based on thematic units; materials, activities, songs and experiences are related to the theme for the month. The units provide a meaningful and structured framework for language instruction at home and at school. Communication between home and school is facilitated through the use of a newsbook. Teachers write News from School, which is sent home each day. Parents play an important role by completing daily entries in their child's newsbook. This News from Home is presented and discussed during a group language activity. Parents and staff also share information through use of a communication book intended to include comments and insights about all areas impacting a child's home and school performance. Elementary ClassesChildren are placed in the elementary classes according to the individual needs of the specific children each year. The Willard School in Concord is the site for a kindergarten/first grade class. The Lincoln School in Lincoln houses a second/third grade class. Depending on enrollment in any given year the program could accommodate children through 5th grade. 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 subjects. Referral ProcessThe referral process is initiated by the Special Education Department of the child's school district. Records are sent to the CASE Program Administrator by the school district. This information should include: • Assessments (speech, language,audiological, psychological, academic) The CASE Program Administrator and the Program staff review referral information. If it appears that the child’s needs can be met in one of the classes, an observation visit to the class being considered for placement is then arranged for the parents and the representative of the local school district. The CASE Program staff and Administrator also arrange an observation of the child in his/her current educational setting. Placement in the CASE Hearing/Speech/Language Program is determined by agreement of the special educational Team. CLASS LOCATIONS
Ripley Building (i.e. Preschool) WillardSchool The Lincoln School
Referral Contact Information Sandy Daigneault |
|||
 |
|
|
120 Meriam Road Concord MA 01742 Tel: 978-318-1534 Fax: 978-371-7858 |