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Huron special services outlines classroom integration of speech‑language supports at Madison 2‑3 Center
Summary
Special services staff described a model of embedded speech‑language services at Madison 2‑3 Center using AAC devices, Boardmaker materials, sign‑language packets, and structured rotations to boost communication and adaptive skills.
The Huron Board of Education heard a detailed presentation on Jan. 27 from the district’s special services speech‑language team about integrating communication supports into the classroom at Madison 2‑3 Center.
Juliana Janssen, a speech‑language pathologist at Madison 2‑3 Center, and Danielle Lowe, a special education teacher, described a multi‑modal approach that includes augmentative and alternative communication (AAC) devices, Boardmaker‑based visual supports, sign language instruction, and hands‑on materials for students who do not benefit from technology alone.
Janssen said the team currently serves nine students in small‑group rotations. "We have 3 rotations of 20 minutes each," she said, describing a model in which groups of about three students work with a staff member and an additional paraeducator during a one‑hour block. The team listed its staffing as one special education teacher, six paraeducators, two speech‑language pathologists and one speech‑language pathology assistant.
The presenters described specific classroom practices: a calendar and weather center that builds vocabulary and routine, AAC device use for nonverbal students to select words like "school," "I need," or "restroom," and packets sent home so families can practice signs and vocabulary. Boardmaker software is used to create visual communication cards and matching activities to build literacy and vocabulary. Janssen and Lowe also described adaptive‑skill lessons (money recognition, community signs, dressing for weather, tying shoes) and emphasized peer modeling and paraeducator coaching as critical to generalizing skills across the school day.
Board members praised the work. The presenters and board noted examples of progress, such as students independently greeting staff and using learned signs in music class. No formal action was taken; the presentation was part of the board's regular "good news" reporting.
