Hearing Speech & Literacy

05/04/2025

Vocabulary isn't just about what words mean, it's also about what words do. When we're talking about word functions, we're talking about syntax.

That's why when you're working on vocabulary, you're working on syntax. When you're working on syntax, you're also working on vocabulary.

When you're working on morphology, you're also working on vocabulary and syntax.

When you're working on semantic knowledge, you're thinking about how those words can be used in a sentence, so we're talking about syntax.

When you're talking about semantics, you're also talking about word retrieval, which means you're talking about internal self-questioning; which means you're also talking about executive functioning.

When you're talking about executive functioning, you're talking about engaging in strategic thought and temporal planning, which requires internal dialogue using correct temporal and causal conjunctions.

So now you're talking about syntax again.

In a post I wrote a while back on the blog, I explained some of these connections.

It's just the tip of the iceberg, but it's enough to get you thinking about how all of these things are connected: https://drkarenspeech.com/three-secrets-to-expanding-sentences-and-building-vocabulary-for-slps/

05/04/2025

22/02/2025

13/06/2023

27/05/2023

13/05/2023

It fills me with frustration and sadness when I hear teachers say ‘I can’t do something different for ONE student’.

I’m sorry- why can’t you?

Surely it’s important that each kid has their individual needs met. And it’s obviously nonsense to think that all kids need the same thing.

To give all kids the exact same thing, to expect them to learn the same way, to think the same, to demonstrate understanding the same, to BE the same- is setting our neurodivergent kids up to fail at school. This isn’t speculation. This is happening widely.

‘But if I do that for him then everyone else will want that too. The rest of the class won’t understand.’

Hmm. The class also doesn’t understand fractions yet and I know that you’re going to spend a whole lot of time teaching that. Let me tell you, ‘everyone is different and has different needs’ will be a much quicker lesson.

‘The behaviour system works well for the majority. We can’t just not use it for these two kids. EVERYONE uses it.’

The behaviour chart rewards neurotypical behaviour. Our kids should not have to go to school everyday and spend all their energy pretending to be neurotypical. It teaches us that we’re not good enough as we are, and that does so much damage. Also, are you happy to stand up and advertise that you are actively ignoring the needs of minority students in your school?

Teachers have such an opportunity to teach their class that difference is good. That individuals all have differences, and it is these differences that make you special. Our neurodivergent kids would be so much happier and comfortable in a classroom where this was the culture. It wouldn’t be hard to do. I know that there are teachers out there getting it done.

When an autistic student is Stimming in class, and a peer asks ‘why are they doing that?’, the simple answer is ‘they concentrate best when their body moves around. Everyone has different brains and different ways of learning. I bet there are more of you who concentrate well when you’re moving!’

It’s not ‘oh, just ignore him.’
It’s not ‘ugh, I know. I’ll tell him to stop.’

It’s simply embracing difference.
It’s talking about it in a positive light.
It’s not that hard.
And it will save lives.

Em 🌈🌻❤️
AuDHD SLP

28/04/2023

From the people who brought you , here is the version!

Annnddddd bingo!!!!