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3/18/216 am PDT
3/19/219 am PDT
4/8/217 am PDT
4/9/216 am PDT
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This event will be presented as a Live Online Event.

School-Based SLPs: Language Disorders vs. Language Differences for English Language Learners (Grades K-12)

Presented by Nancy Friday, M.S., CCC-SLP
Outstanding Educator and Presenter

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Specifically Designed for School-Based Speech-Language Pathologists Working with Students Grades K-12

  • Explore techniques to improve language acquisition outcomes for your English Learners in-person or online
  • Sharpen your definition of language differences vs. language disorders
  • Help English Learners on your caseload improve their academic language
  • Boost your home-school connection with non-English speaking families
ASHA CEUs Available

Practical Ideas and Strategies

Establishing if an English learner is experiencing a language difference or a disorder is an ongoing discussion in schools. This NEW seminar will leave you with many NEW and practical strategies to distinguish between a language difference vs. a language disorder.

Nancy Friday, an experienced Speech-Language Pathologist, will share her innovative ideas to expand your knowledge base for assessing and serving your English Learner (EL) students. Discover strategies to support EL's in their process for developing phonology, morphology, semantics, syntax, grammar, and pragmatic skills. Establish techniques to improve your impact with EL students in 1:1 therapy and teletherapy sessions, small groups, and within the classroom or online setting.

Step out of the seminar and into your therapy room with fresh strategies to determine language differences vs. language disorders as well as updated delivery systems you can use immediately.

Ten Key Benefits of Attending

  1. Explore Linguistic Differences While Establishing if a Language Disorder is Present … Practical Strategies that Apply to In-Person or Teletherapy Models
    Specific, clear methods for defining typical language acquisition variances vs. a disorder in ELs … Discover new ways to bridge the gap during the assessment process and establish a stronger foundation when therapy is recommended
  2. Refine Your Definition of a Language Difference Versus a Language Disorder
    Learn valuable assessment strategies to better define and explain language differences vs. language disorders … Discover a useful method to help you with the complex challenge of assessing and supporting your English Learners
  3. Broaden Your Scope of Practice to Include More Effective, Non-Standardized Assessment Techniques Whether You Are Working In-Person or Online
    As SLPs, we are faced with the challenge of using standardized measures that are rarely normed on EL students … Expanding your toolbox of non-standardized assessment techniques can provide a more effective approach to assessment
  4. Explore the Benefits of Intervention Supports Prior to Speech-Language Assessments for English Learners
    Response to Intervention (RTI) support can be an important method for making initial connections with EL students … Learn how to use this process to help determine if a language assessment is necessary
  5. Boost your Speech-Language Strategies for Engaging EL Students Both In-Person and Online
    Discover tips and tricks to enhance overall engagement and active participation to establish a solid foundation for language-based therapy and teletherapy
  6. Build Your Students' Confidence with Expressive Language in Your Therapy and Teletherapy Sessions
    Examine the connection between Basic Interpersonal Communication Skills (BICS) and the impact BICS can have on student development of semantic and pragmatic skills … Learn practical strategies you can use tomorrow
  7. Expand Your Intervention Strategies to Heighten Engagement During Language Sessions
    Develop methods to effectively challenge students to process and use language throughout your language sessions and beyond … Maximize your use of visual support and tactile connections to enhance your therapy and teletherapy lessons
  8. Increase Your Students' Language Acquisition and Overall Success Whether In-Person or Online
    Our role as SLPs reaches beyond language intervention … Boost student success by infusing positive self-talk and recognition of the skills students have acquired in the school environment beyond language expression
  9. Improve School-Based Supports for the English Learners on Your SLP Therapy and Teletherapy Caseload
    Learn innovative methods for building better partnerships with non-English speaking families with teaching staff to increase the academic and social success of your EL students
  10. Receive an Extensive Digital Resource Handbook for School-Based SLPs … Language Disorders vs. Language Differences for English Language Learners Grades K-12
    Each participant will receive an extensive digital Speech-Language Pathologist Resource Handbook specifically designed to give you quick access to strategies that support your English Language Learners whether you are working in-person or online

Outstanding Strategies You Can Use Immediately

  • Updated information to support what SLPs need to know about distinguishing language differences and disorders for English language learners, whether you are working in-person or online
  • Warning signs that indicate a language disorder as opposed to a difference in acquiring English
  • Myths vs. facts regarding second language acquisition
  • Examples of classroom and distance learning accommodations to support the five stages of second language acquisition
  • Language building activities to increase Cognitive Academic Language Proficiency (CALP)
  • Embracing cultural diversity and the impact it has on the confidence of ELs in the classroom
  • Recognizing how the morphology of a student's first language interplays with academic performance
  • Visual supports for supporting engagement during language therapy
  • Learn to compare/contrast phonological skills for the most common languages
  • Powerful syntax strategies to increase your support of language proficiency
  • Strategies used during Response to Intervention support to help determine if a language assessment is necessary
  • How to use Basic Interpersonal Communication Skills (BICS) to develop semantics and pragmatic language
  • Methods to embrace the whole child and support language confidence with ELs
  • New ways to use observation to evaluate a language disorder and establish treatment for an English language learner

A Message From Your Seminar Leader

Dear Colleague:

Establishing whether a student has a language difference vs. a language disorder is one of the most complex assessments we are faced with as SLPs. At times, we are tasked with determining if a student's path of language development is typical or necessitates special education support. As a school-based SLP, I have found that these evaluations require an extra set of tools. These extra tools allow me to feel more comfortable when making my recommendations at the IEP table and better equipped to support my English learner students when I am providing therapy, whether it is in-person or online.

My experience working with large, diverse populations has helped me develop a collection of techniques that serve as my foundation as I provide services for my English learner students. I have learned that the most critical part is developing a solid assessment process. At the heart of this assessment process is a deep interest in learning more about the culture and language of the student I am assessing. Building rapport is critical not only for the assessment process but also for any therapy plan that is developed after the IEP is completed. I am excited to help expand your therapy and teletherapy to include the foundational aspects and specific elements related to identifying a language difference vs. a disorder.

Please join me for a fast-paced, productive day, focused on specific ways you can assess and serve English Learners regardless of your therapy setting. My goal is to extend your knowledge base and empower you with fresh ideas on how to better evaluate and serve your English learner population.

Nancy Friday, M.S., CCC-SLP

P.S. The emphasis of this seminar will be on practical strategies, techniques, ideas, and methods proven to be successful in unraveling the complex issue of distinguishing a language difference from a language disorder.

Who Should Attend

School-Based Speech-Language Pathologists Working with Students Grades K-12

About BER Live Online Events

With the current health challenges, all BER in-person PD events are currently being presented in a Live Online format:

  • Outstanding Instructors
    All programs are led by outstanding BER national trainers
  • Extensive Resource Handbooks
    You'll have access to an extensive digital Resource Handbook before, during and after your seminar
  • Highly Interactive
    You'll be able to ask questions in real time and interact with the instructor and other participants
  • Program Guarantee
    As we have for 43 years, we guarantee the high quality of our programs. If you are not satisfied, we'll give you a 100% refund.

Special Benefits of Attending

Extensive Extensive Digital Resource Handbook
Each participant will receive an extensive digital Speech-Language Pathologist resource handbook specifically designed to give you quick access to strategies that support your English Language Learners whether you are working in-person or online. The digital handbook includes:

  • Specific, clear methods for defining typical language acquisition variances vs. a disorder in ELs
  • Resources to support gathering information and alternative assessment options both in person and online
  • Developmental norms for language acquisition and practical, language therapy techniques
  • Ready-to-use visual supports for therapy sessions, classroom use, and teletherapy

Share Ideas with Other Educators
This seminar provides a wonderful opportunity for participants to share ideas with other school-based speech language pathologists interested in enhancing the learning of their English learners.

Consultation Available
Nancy Friday will be available to answer your specific questions and the unique needs of your own speech-language pathology program.

CEU Info
This course is offered for 0.50 ASHA CEUs per day (Intermediate level, Professional area).

ASHA-Required Disclosure Statement for Nancy Friday:
Consultant for the Bureau of Education & Research and receives honorarium compensation.
No relevant nonfinancial relationships exist.

Semester Credit Option
Brandman University Logo Up to four graduate level professional development credits are available with an additional fee and completion of follow-up practicum activities. Details for direct enrollment with Brandman University, part of the Chapman University system, will be available at this BER program.

Meet Inservice Requirements
Participants of both the Live Online Seminar and those completing the Recorded Version online can receive a certificate of participation that may be used to verify five continuing education hours. State CEUs are available for both versions of the course. For specific details, visit www.ber.org/ceus.

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