di: Kindergartener question/my thoughts

[Tami Moore]

Glad he is making progress in some areas. The written goals of IEP to address this specific area of deficit along with specific pragmatic expressive language in his IEP are so important to be included. Meeting with his teacher and speech therapist to add these goals maybe the key for you add these goals. Also presenting infor for extended school year sevices would be beneficial for him. The criteria is listed in your states DOE manual online. Communication with his peers at school is so important. Just a thought...I have taken my son for a private evaluation in specific areas of deficit and brought it to IEP meeting or called a separate IEP meeting to present new information showing how it can impact his learning at school and socialization at school is beneficial if you have a new or added diagnosis. Is he is special education?

TBM

Sent from my iPhone

> On Feb 15, 2018, at 3:15 PM, ROCCO NOCERA <rlnocera01 at msn.com> wrote:
> 
> @kathy-what do I do with my kindergartener who has “phonological processing disorder” and is already reading? He is sometimes unintelligible and I am concerned that his private talk may not be advancing as I see no progress with his public talk. He needs to read and also pronounce. I want progress on both but his decoding isn’t there yet. The school keeps moving him ahead in reading because he makes progress. Do you think more speech alone is going to help him pronounce the word he reads?
> 
> His school wants to d/c speech because they say he’s fine. It’s total BS. I am having him privately assessed and will go to mediation if I have to. 
> 
> If you want this off list, please reply to me. I am a novice listserv person and might slip up from time to time. 
> 
> Ty,
> 
> 
> 
> Sent from my iPhone
> 
>> On Feb 15, 2018, at 1:48 PM, "di-request at lists.uoregon.edu" <di-request at lists.uoregon.edu> wrote:
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>>  1. Re:  di Digest, Vol 69, Issue 7 (Kathy Pusztavari)
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>> Message: 1
>> Date: Wed, 14 Feb 2018 10:54:21 -0800
>> From: Kathy Pusztavari <k at kathyandcalvin.com>
>> To: "di at lists.uoregon.edu" <di at lists.uoregon.edu>
>> Subject: Re: di: di Digest, Vol 69, Issue 7
>> Message-ID: <2D64BFB3-1A21-4ADD-9B09-3B1B829F8F4B at kathyandcalvin.com>
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>> I would think you would work out most artic problems before working on reading out loud.
>> 
>> - Kathy
>> 
>>> On Feb 14, 2018, at 10:24 AM, randi saulter <itsrandi17 at gmail.com> wrote:
>>> 
>>> As a former speech/language pathologist, I am wondering if you can clarify what you mean by this.  I am a little worried that the message is going to confuse people.  There should be NO pause in continuous blending whether or no