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Huron district outlines classroom‑based speech‑language supports and AAC use for small groups
Summary
Madison 2‑3 special‑education staff described an integrated speech‑language approach for nine students using AAC devices, Boardmaker materials, sign language and three 20‑minute rotations to build communication, adaptive and social skills; presenters said the program includes family materials to extend learning at home.
Juliana Janssen, the speech therapist at Madison 2‑3, and Danielle Lowe, a special‑education teacher at the same site, presented the district’s integrated speech‑language services at the Jan. 27 Huron Board of Education meeting. Janssen described a three‑rotation model of 20‑minute blocks (calendar/weather, adaptive skills and language) in which groups of three students per staff member receive targeted instruction and practice. “For some kids, technology is just not it,” Janssen said, describing hands‑on alternatives and Boardmaker‑created picture cards used in the classroom.
Presenters said the program serves nine students in a small‑group instructional model supported by one special‑education teacher, six paraeducators, two speech‑language pathologists and one speech‑language pathology assistant. Staff showed how AAC devices are embedded in daily routines (for example, selecting months or saying “I need” or “I need a break”) to help nonverbal students build two‑ and three‑word phrases that express needs and preferences.
The program includes sign‑language packets sent home so parents can practice with their children. Presenters emphasized peer‑to‑peer modeling in general‑education settings (for example, music class) where students signing the ABCs inspired classmates and staff to learn signs as well.
Board members thanked the presenters and asked questions; presenters credited paraeducators as essential to consistent implementation across the school day. The presentation concluded with praise from the superintendent and board members for the team’s work and student progress.
