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The website mentioned in this course is no longer active.
Through presentation of highly engaging multimodality teaching strategies, participants will engage in activities that emphasize the best practices utilized throughout the day in early childhood settings that will allow for full participation of children at all ability levels. Music, movement, rhythm, visual supports, oral language and print literacy practices, transition practices, large group management and engagement will all be addressed. Handouts will give information that allows practices to be put in place immediately.
By the end of this course, participants will be able to:
MA, CCC-SLP
Lorraine Maida has worked in the educational field for over 30 years. Her experience spans a broad range of roles including Speech Pathologist, special education teacher, administrator, university instructor and educational consultant. She has worked with students and developed programming for all ages and abilities. Lorraine has been invited to provide hundreds of training opportunities at local, state and national venues related to provision of educational services in schools. She is currently working as a public school SLP, a seminar provider and education consultant. She is also adjunct faculty for Central Washington University and a guest lecturer in the Department of Communication Disorders at the University of Washington.
ASHA CE Provider approval and use of the Brand Block does not imply endorsement of course content, specific products or clinical procedures.
| Timeline |
|---|
| 10 min: Introduction |
| 15 min: Entrance strategies |
| 15 min: Group attention strategies |
| 30 min: Oral Language and print literacy ideas |
| 10 min: Free choice strategies |
| 10 min: Transition strategies |
| 10 min: Mealtime strategies |
| 10 min: Toileting/washing hands strategies |
| 10 min: Exit Strategies strategies |
| Financial | Lorraine Maida received compensation for this presentation from SpeechTherapyPD.com. |
| Nonfinancial | No relevant non-financial relationships exist. |