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In Sync with LearningBy Kathleen Scaler Scott, MS, CCC-SLPAsk a student with learning differences to attend an academic program in the summer, and you're likely to meet resistance. But turn that academic program into one where language learning goals are combined in a fun atmosphere of peer support and group activities, and you're likely to see that resistance dissolve. This transformation of resistance into academic and social growth is what we witness each summer throughout the course of the In Sync™ Summer Learning Program at the Princeton Speech-Language & Learning Center (PSLLC) in Princeton, NJ. The In Sync Summer Learning Program was established in the summer of 2000. PSLLC director Terri Rossman, MS, CCCSLP, had the vision to extend the services already offered by Camp Fun and Gains™, a program for preschool and early elementary school students, to the older school-age population. This year, the program will be held 1-4 p.m. on Mondays, Tuesdays and Thursdays from June 30 to July 24. Since its inception, the program has been serving students ages 8-13. The goal of the program is to further develop skills in a number of language areas: auditory processing, receptive/expressive vocabulary, social communication skills, self-advocacy skills, reading comprehension, written expression, note-taking and study skills. Following a consistent and predictable schedule, In Sync provides students with instruction in a classroom setting. Structuring the program in this manner helps ensure that skills will be readily generalized to a student's school program in the fall. In Sync participants come from private and public school programs. Diagnoses may include Asperger's syndrome, nonverbal learning disability and language learning disability. Positive group dynamics help to ensure that each student receives the maximal benefit of the program. To this end, all student records are screened upon application to the program, and each student completes an informal interview with the In Sync director. The combination of the interview and the record review allows In Sync staff to create an appropriate mix of students in terms of strengths and weaknesses. Students are divided into older and younger groups by age and ability level. A speech-language pathologist, an educator, and graduate students in speech-language pathology staff each group. The In Sync Summer Learning Program meets three days weekly for a period of four weeks. Each day, the three-hour timeframe is broken into four 40-minute segments. Mirroring a typical school schedule, a particular content area is covered in each segment. Each segment is given a name that reflects its primary goal:
Although each of these groups has a primary focus area, all language goals are reinforced throughout the four segments. For example, once students learn to visualize in Making Movies, this goal is incorporated into Detectives' Club. While reading and identifying supporting information in Detectives' Club, students use their new visualizing skills to assist with comprehension and retention. Likewise, once students learn conversation strategies in Social Club, these strategies are reinforced during the daily 20-minute break. Further social interaction is encouraged through conversation and indoor and outdoor game play. Social skills constantly are addressed in the functional setting of In Sync. Students are assigned individualized social skills goals, e.g., start a conversation with someone new, use a polite tone of voice. A positive reinforcement system is utilized. When staff "catch" students following their goals, they earn credit toward a group party. Typically, two parties are held during the course of the four-week program. Planning and attending these parties allows for further social communication skill work. The small professional-to-student ratio of the In Sync program allows for staff to have time to conference with students regarding social skills goals and progress. For example, a social story emphasizing a particular goal can be read over with a student before entering a group. The staff member and student can set up an inconspicuous "signal," e.g., the staff member touching the student on the arm, to help remind the student about following his or her goal during the group. The Stand Up for Your Rights component of the In Sync Summer Learning Program is a unique and important aspect for students with learning differences. After a discussion of individual learning styles, disability laws and vocabulary, students role-play and videotape scenarios in which they must ask their teacher for accommodations, explaining why they need them. This is a critical component of the program. Once students with learning differences reach the middle school and high school level, they often are asked to advocate for their own learning needs. Most students have never had any practice with this skill. Many do not even have a good understanding of their strengths and weaknesses. Starting the process as early as possible is crucial for making the transition from a passive recipient of services to a strong self-advocate. A new program component, which was added last summer, grew out of the need to help students accept and talk about their learning differences. A high school student with a language learning disability came and spoke with the groups about his experience as a person with learning differences. The student answered questions and told how he had overcome obstacles in both social and learning areas. This added an invaluable element of support and inspiration. Having someone with whom they could identify, the students' defenses melted away, and they openly shared strengths and weaknesses, with such comments as "I'm really good at math," "I'm not so good at conversation." There was no teasing, just honest sharing. Parents are provided with daily reports of group activities and home carry-over suggestions. These reports are generated by students as a group and explain what activities were completed, as well as the rationale for the activities. Not only do such reports provide practice in clarity of verbal and written expression, they help students to understand the functional applications of the strategies they are learning. Several parents have succeeded in receiving insurance reimbursement for In Sync tuition. In addition, some school districts have provided funding for students to attend the program as part of their extended school year. Students with learning differences often require strengthening and reinforcement of academic and/or social communication skills year-round. They require skill practice in functional contexts, and they benefit from peer support. However, they also need time to be children and to enjoy themselves. The PSLLC In Sync Summer Learning Program offers students academic and peer support in an exciting, functional setting. As one parent commented, "Perhaps the best compliment I can give you is to tell you that when my son got in the car on the very last day of the In Sync program, he talked about his new friend and seeing him next summer at In Sync. I asked, 'Will you be going back next summer?' He responded, 'I will if you let me.' What more can I say? Thanks!" For more information: Princeton Speech-Language & Learning Center, (609) 924-7080, e-mail: info@psllcnj.com. Kathleen Scaler Scott is assistant director of training and research at the Princeton Speech-Language & Learning Center. |
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