is Nancy Belliveau. I am a Certified Speech-Language Pathologist working in the Londonderry School district for over 15 years. My
primary responsibility is to provide speech and language services to
the Kindergarten students at Moose Hill School and to serve as
a resource to the classroom teachers, providing consultation and
support within the Kindergarten classrooms.
As a speech pathologist I am a member of the Special Education Team. Working together as a team we
screen, monitor and evaluate students suspected of having weaknesses or
delays significant enough to impact them educationally. Some children may be referred for Response To Intervention (RTI) services and are often provided with services for short periods of time to facilitate progress or to provide support for additional recommendations and possible evaluation.
receiving SPECIAL EDUCATION/speech and language services must meet the
eligibility criteria for Special Education. They receive services as
prescribed in their IEP (Individualized Educational Plan).
Services are individualized to meet the students needs. Some children enter kindergarten with an existing IEP and other children may receive RTI services in Kindergarten and progress to Special Education services in kindergarten if deemed appropriate.
As parents of young children, you may question if your child’s speech and language developing "on schedule". Please be reassured
that most children do fall within the average range for speech and
language development. Each child develops at their own rate within the
continuum of “age appropriate development”. However, even armed with
this knowledge, you may still question your
child’s articulation skills and their overall speech intelligibility.
A typically developing 5 year old child
generally uses all speech sounds correctly with the possible exception
of f/v, l, r, th, j (as in yellow), s/z, and zh (as in measure). A
child’s difficulty to produce words containing these sounds is
considered developmental and will develop as the child matures and
develops fine motor control for speech sound production. Your child’s
teacher is familiar with these developmental patterns and will assist in
the identification of children who may have greater difficulty
“outgrowing” these patterns. Until then,
be reassured that we are aware of your child’s needs and that the plan
is to “watch, wait and facilitate” in the classroom while waiting for
speech development to take place.
Suggest Activities for Speech and Language Development
Encourage your child to use language to express their feelings, ideas, wishes and fears.
models for language by commenting on what you did or how you think your
child feels. This will stimulate more language than a direct questions.
Provide opportunities to learn songs, rhymes or verses from memory.
to read to your child. Ask your child to point to pictures/ words as
you read. Ask questions about the story and encourage your to guess or
predict what will happen next.
Talk with your child as you would an adult. Your child understands more than he/she will be able to say.
to your child when they begin to talk to you and confirm, clarify or
acknowledge that you have understood what the have said.
Nancy Belliveau, M.A., CCC-SLP c/o Moose Hill School