How Do Speech and Language Difficulties Impact Learning?
March 8, 2017
In the school setting, we expect children to learn the skills and concepts that are identified as important for a specific grade level. Speech and language are essential components of the learning process. To receive and make sense of the information the teacher is presenting, children must understand words and sentences. To demonstrate that they have acquired the information, they must produce words to show that they can retrieve information from memory. This webinar will describe how difficulties with understanding and producing language can impact children’s performance in the classroom.
After the completion of the webinar, participants will be able to:
- Describe the role of language in the learning process;
- Identify how a weakness in language can impact classroom performance;
- Select resources and strategies to facilitate language development..
|1:00 to 1:20||Language and Learning|
|1:20 to 1:35||Language Weakness and Classroom Performance|
|1:35 to 1:50||Resources and Strategies to Facilities Language Development|
|1:50 to 2:00||Questions and Answers|
About the Presenter
Dr. Maccow is an Assessment Training Consultant with Pearson. She was trained as a psychologist at Texas A&M University and at the University of Florida. She worked for two years as Supervisor of Psychological Services and for several years as a school psychologist with Guilford County Schools in North Carolina. She provided training for graduate students in school psychology at Indiana State University and at Illinois State University, and she worked as a psychologist in private practice in Greensboro, NC. She is licensed by the state of NC as a Health Services Provider-Psychologist.
Dr. Maccow has conducted research on assessment methods and instruments, early intervention, and Response to Intervention. Her publications include a chapter on Prematurity in Children’s Needs, an article on Full-Service Schools published in School Psychology Review, and several test reviews for the Buros Mental Measurement Yearbook. She is a member of the National Association of School Psychologists and has presented on different topics at national and state conferences.
This course is offered for 0.1 ASHA CEUs (Intermediate level, Professional area.)
Program completion requirements: Participants are expected to be present for the entire program. Individuals who are not present for the full program will not be recommended for ASHA CEUs. No partial credit will be provided.
Who is Eligibility to Earn ASHA CEUs
Effective July 1, 2011, individuals must meet at least one of the following conditions in order to be eligible to earn ASHA CEUs.
- ASHA Member (includes Life member and International affiliates)
- ASHA Certificate of Clinical Competence (CCC) Holder
- Licensed by a state or provincial regulatory agency to practice speech-language pathology (SLP) or audiology
- Credentialed by a state regulatory agency to practice SLP or audiology
- Credentialed by a national regulatory agency to practice SLP or audiology
- Engaged in a Clinical Fellowship under the supervision of an individual with their ASHA CCC
- Currently enrolled in a masters or doctoral program in SLP or audiology
What is the ASHA CE Registry doing to determine eligibility?
In May and June 2011, ASHA will contact current CE Registry users who do not meet the new criteria and ask them to document eligibility. After July 1, 2011, if ASHA receive an ASHA CEU Participant form for an attendee who is not in their database as an “eligible” Registry user, ASHA will ask them to provide documentation of eligibility prior to awarding ASHA CEUs.
Any questions you might have concerning registry and transcripts send an email to firstname.lastname@example.org