Neurodiversity: Embracing Differences in the Way Our Brains Work

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As a parent of a child with autism, ADHD, dyslexia, or any other condition that affects brain function, you may have heard the term “neurodiversity” before. But what does it mean, and how can it be helpful in understanding and supporting your child’s unique strengths and challenges?

At its core, neurodiversity is the recognition that the human brain is diverse and that there is not one “normal” or “healthy” way for it to function. Just like we celebrate diversity in race, culture, and other aspects of identity, neurodiversity acknowledges that the differences in how our brains work and process information are a natural and valuable part of human diversity.

This idea can be especially important for children who may be labeled as “different” or “abnormal” due to their neurological condition. By framing their differences as part of the natural diversity of the human brain, we can shift the focus from trying to “fix” or “normalise” them to instead celebrating and supporting their unique strengths and abilities.

At our clinic, we use neurodiversity principles in our speech therapy sessions by working with children to understand and capitalise on their unique strengths and ways of learning. This might involve adapting our teaching methods or materials to better suit their individual needs and learning styles.

For example, a child with dyslexia might benefit from hands-on learning activities, while a child with ADHD might do better with shorter, more structured sessions that allow for breaks and movement. By tailoring our approach to each child’s specific needs and strengths, we can help them make progress and feel more successful in therapy.

As a parent, you can also support your child’s neurodiversity by being an advocate for their needs in school and other settings. This might involve working with teachers to create an Individualised Education Plan (IEP) or requesting accommodations such as extra time on tests or the use of assistive technology.

It’s important to remember that neurodiversity is not a problem to be solved, but rather a natural and valuable part of human diversity. By embracing neurodiversity and supporting your child’s unique strengths and needs, you can help them thrive and reach their full potential.

Decodable Words : An Essential Tool for Early Reading Instruction

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When it comes to teaching children to read, phonics is an essential building block. Phonics is the understanding of the relationships between sounds and written symbols, and it is the foundation of reading. By teaching children to decode words, or to sound out words by combining the sounds of individual letters or letter groups (also known as phonemes), we can help them develop the skills they need to read independently.

One effective way to teach children phonics and help them practice decoding words is through the use of decodable words and readers.

What are decodable words?

Decodable words are words that can be sounded out using the phonics skills that children have learned. They are typically used in early reading instruction to help children practice reading by sounding out words using the phonics skills they have learned. Decodable words are usually short, simple words that follow the phonics rules that children have been taught.

For example, if a child has learned the phonics rule that the letter “s” makes the /s/ sound, they can use this knowledge to decode the word “sat.” Similarly, if a child has learned that the letters “ch” make the /ch/ sound, they can use this knowledge to decode the word “chat.”

What are decodable readers?

Decodable readers are books that are specifically designed to help children learn to read by using phonics. They typically contain a collection of short, simple stories that are made up of only decodable words. Decodable readers are used in early reading instruction to help children practice reading by sounding out words using the phonics skills they have learned. The goal of using decodable readers is to help children develop the ability to read independently by building their phonics skills and fluency.

Decodable readers are often used in conjunction with other reading materials and activities, such as phonics worksheets and games, to provide a well-rounded reading instruction program.

Why should we use decodable words and readers?

Decodable words and readers are an important tool for helping children learn to read because they provide a structured and systematic way for children to practice reading words using the phonics skills they have learned. When children are first learning to read, it is important for them to have a strong foundation in phonics, and decodable words and readers provide a controlled environment for children to practice reading words that can be sounded out using the phonics skills they have learned.

This helps children build confidence and fluency as they learn to read and gives them the skills they need to tackle more complex, irregular words that cannot be sounded out using phonics rules (also known as sight words). In addition, decodable readers can be an engaging and enjoyable way for children to learn to read, as they often contain fun and interesting stories that are tailored to the phonics skills and interests of young readers.

In conclusion, decodable words and readers are an essential tool for early reading instruction. By providing a structured and systematic way for children to practice reading using phonics skills, we can help them develop the confidence and fluency they need to become independent readers. If you are a parent or teacher looking to support the reading development of young learners, consider incorporating decodable words and readers into your reading instruction program.

Helping Your Child Thrive: A Parent’s Guide to Speech Pathology Assessments

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We understand that as a parent, you want the best for your child and may have some concerns about their communication, play or feeding skills. A Speech Pathology assessment is an opportunity for us to work together to identify any strengths and areas of concern, and to develop a plan to support your child’s communication abilities.

During the assessment, we’ll gather information about your child’s medical history, communication skills, and any concerns or difficulties they may be experiencing. This may involve speaking with you, your child, and other healthcare professionals or educators who have interacted with them. When working with children, your Speech Pathologist will typically involve you in the goal-setting process to ensure that the goals are meaningful and relevant to the child’s needs and daily life. This may involve discussing your child’s strengths, challenges, and areas of concern, as well as your goals and expectations for your child.

Rest assured, we aim to make the assessment process as relaxed and fun as we can for your child. We just want to get a sense of how your child communicates in their daily life. To do this, we may play with and observe your child, or we may ask your child to complete a variety of tasks, such as naming pictures, reading, repeating words or phrases, answering questions, and/or demonstrating their feeding abilities. We may also use some specialised instruments or tests to gather more detailed information about their skills and abilities. It may also be beneficial to observe your child in their natural environment, such as at school or daycare.

Based on the information we gather, we’ll be able to identify any areas of difficulty or concern and develop a plan for treatment or support. This plan may include recommendations for speech therapy, feeding therapy, or other interventions to help your child improve their communication skills.

Our ultimate goal is to help your child communicate effectively in their daily life and the assessment and goal-setting process helps ensure that the child’s treatment is tailored to their unique needs. We’re here to support you and your child every step of the way, so please don’t hesitate to ask any questions you may have. We’re looking forward to working with you and your child!

Dyslexia and Speech Pathologists: A Team Approach to Supporting Language and Literacy Skills

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Reading and writing are important skills that enable individuals to communicate, learn, and participate in society. Reading allows us to access a wide range of information and ideas, while writing enables us to express our thoughts, ideas, and emotions, and to communicate with others in a clear and organised way.

Speech Pathologists play a key role in the assessment and treatment of dyslexia, a language-based learning disability that affects an individual’s ability to read, write, and spell. Dyslexia is characterised by difficulty with phonological awareness, phonemic awareness, and phonics skills, which are the building blocks of reading and spelling.

The role of the Speech Pathologist in dyslexia may involve:

  • Conducting a comprehensive evaluation to assess the individual’s language skills, including phonological awareness, phonemic awareness, phonics, vocabulary, and reading comprehension.
  • Working with the individual to develop and implement a treatment plan that targets their specific language and literacy skills.
  • Using a variety of evidence-based interventions, such as Sounds Write, phonics instruction, multisensory structured language education, and metacognitive strategies, to support the individual’s language and literacy development.
  • Collaborating with other professionals, such as teachers, and psychologists, to provide a holistic approach to treatment.
  • Providing support and education to the individual’s parents and caregivers to help them understand dyslexia and how to support their child’s language and literacy development at home.
  • Helping your child find a love of reading and writing.

Overall, your Speech Pathologist’s goal in dyslexia is to help the individual improve their language and literacy skills  in order to enjoy and succeed written language and reach their full potential as a reader and writer.

Beyond Fun and Games: Understanding the Importance of Play in Child Development

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Play is an essential part of a child’s development, as it provides a wide range of physical, cognitive, emotional, and social benefits. Play allows children to explore and make sense of the world around them, to develop new skills and abilities, and to express themselves in a safe and supportive environment.

Here are a few specific reasons why play is important in development:

  • Play allows children to develop their physical skills, such as balance, coordination, and fine motor skills.
  • Play helps children develop their cognitive skills, such as problem-solving, reasoning, and memory.
  • Play supports children’s emotional development, helping them to understand and express their feelings, develop empathy, and regulate their emotions.
  • Play promotes social and communication skills, by providing opportunities for children to interact with others and develop social skills such as sharing, cooperation, and turn-taking.
  • Play allows children to express themselves and to explore and understand their own interests and identity.
  • Play helps children to develop their creativity and imagination.
  • Play is an important way for children to learn about their environment and the world around them.

At Echo Speech, our Speech Pathologist Kaitlyn Krogh is trained in DIR Floortime (Developmental, Individual-Difference, Relationship-Based) which is a therapy model developed by Dr. Stanley Greenspan and Dr. Serena Wieder to support the development of children. The model is based on the idea that a child’s development is closely tied to their relationships with others and that meaningful, engaging interactions with caregivers can help support their cognitive, emotional, and social development.

DIR Floortime focuses on creating a “floor” of interaction between the child and caregiver by following the child’s lead, responding to their interests and needs, and gradually increasing the complexity and challenge of the interactions. This is done through play-based activities that are tailored to the child’s individual abilities and interests.

The DIR Floortime model emphasises the importance of building strong, positive relationships with children and supporting their development in a way that is sensitive to their individual differences and needs. It is typically used as part of a comprehensive treatment plan for children with developmental delays.

The role of parents and caregivers is also very important in supporting language development through play at home is an important one. Here are a few specific ways that parents and caregivers can support language development through play:

  1. Encourage children to play with a variety of toys and materials, as this helps to expose them to new words and concepts.
  2. Talk to children during play, describing what they are doing and naming objects and actions. This helps to build vocabulary and language skills. Try to talk at a level that is suitable for your child – this may be in single words to begin with.
  3. Occasionally ask questions and always encourage children to express their own thoughts and ideas during play. This helps to develop conversational skills and encourage children to use language to communicate.
  4. Provide opportunities for children to play with other children or adults, as this helps to promote social interaction and the development of social language skills.
  5. Follow your child’s lead to an support children in playing with toys and materials in new and imaginative ways, as this helps to encourage creativity, development of higher-level thinking skills and increase their motivation to play.

Overall, the key is to create a language-rich environment at home and to be an active and engaged participant in children’s play.

Play is a crucial aspect of a child’s development, as it allows them to learn, grow, and thrive in a fun, engaging, and safe environment. It is an essential tool for children to develop their cognitive, emotional, physical and social abilities.