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We are now providing courses for Texas Early interventionists...

Also we are a provider for DCA PDPS and California SLPS....

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SPECIALS , DISCOUNTS AND COUPONS here

SPEND  75  dollars and get one free print based self study 

Either Relevant Info Working with young Ells or Ethno Interview

WRITING EDUCATIONAL EVALUATIONS OF YOUNG ELLS is a text based self study coming soon.....

  

NEW SPECIALS ADDED THIS WEEK OF 8-17 PLEASE ask us more information about our self study products.... Ethno Interview and Pre-referral - CEUS offered for all groups.

Assess Treat and Learn consists of Prereferral-Un necessary referrals, RTI: A Team Effort and Differential Diagnosis

This is being packaged for Mass and Illinois PDcs.

   

Important updates  

Please click on the type of credits you seek

If you DO not see the date please email us This email address is being protected from spambots. You need JavaScript enabled to view it.

Or you can use aother date to register.  So if you want Down syndrome 0-3 for 9-12 and see 9-1 click on that to register.

Reading

         ELL Strategies

         Learning Disabilities

         Special Education

         Early Intervention

         Behavior

Clinicla-Adults

WORKING WITH ENGLISH LANGUAGE LEARNERS WITH DISABILITIES 
(3 HOUR WEBINAR) Sped ed live


Presenter: Deborah Chitester,  MS, CCC SLP

Summary:

 
Working with ELLs who have true disabilities may be a challenging task. This webinar traced the most important aspects of practice in this regard. It included but was not limited to choosing language of instruction and working with other staff members and helping to educate parents who speak a language other than English while they cope with this news. The team approach and its benefits to all disciplines working with this population was discussed.

Learner Outcomes:   Participant will be able to:

Identify what is a disability or a difference in language within culturally linguistically diverse children

Identify the best way to assess these disabilities in an objective fashion

Pre referral and Un necessary referrals to special ed

Deborah Chitester live Special ed

Summary

This course covered and highlighted the importance of the process of pre-referral and how it helps decrease un necessary referrals to special education via the use of RTI methods and specific interviewing techniques. Profiles and strategies were shared.
 
Learner Outcomes: 1.5 hours
 
 
1.  To increase likelihood attendee will be able to use and understand how to implement pre referral strategies
2.   To improve overall awareness of participant how and when to refer an ELL child to special education
 
 Cognates in Intervention with ELLS  live ELL


Presenter: Deborah Chitester,  MS, CCC SLP

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for these activities.

    Nonfinancial - Board of directors and Founder of Multi-Language Kids (MLK)

Summary: Cognates help many ELLS to expand vocabulary skills. Ways to use them to expand vocabulary, language use and expression were reviewed. Case analyses were also presented. 
 
Learner outcomes:
 
1.      To improve understanding of how to use cognates with ELLs to improve literacy and vocabulary
2.      To demonstrate strategies using cognates that work with Ells in the vocabulary acquisition process.

Informal Assessment with CLD Learners: Webinar  Ell live


Presenter: Deborah Chitester,  MS, CCC SLP

Summary: This course dealt with the informal clinical assessment techniques currently approved and associated with higher efficacy levels of differentiating difference from disorder in young 0-3 year olds. Interview questions were included in the inventory. Relevance to language development in 0-3 year olds was described.

Learner outcomes:

  1. To identify techniques that are informal in nature that help document and identify disabilities
  2. To model use of the ethnographic interview as a non biased tool of assessment
  3. To improve awareness of informal tools of assessment and how to use them in a practical efficient fashion

Dyslexia in Culturally Linguistically Diverse Children  

(A live webinar) live special ed


Presenter: Deborah Chitester,  MS, CCC SLP

Summary:

This presenter has worked extensively with children who authentically do present with dyslexia and also speak two languages. This presentation covered integral parts to look at when looking at this complex disorder. How to diagnose dyslexia in CLD learners and how to respond. Implications for treatment of the dyslexic child were presented.

Learner outcomes:

  1. To improve ability to discern what dyslexia presents as in a culturally linguistically diverse child
  2. To activate the ability of the practitioner to provide supports for the dyslexic child who is diverse as he or she does when child’s primary language is English

Sensory ClinicaL

RTI and ELLs: A Team Effort    1.5 Contact hours    Ell; live

Presenter: Deborah Chitester,  MS, CCC SLP

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for these activities.

    Nonfinancial - Board of directors and Founder of Multi-Language Kids (MLK)

Summary

Response to intervention presentation involved sociocultural and linguistic research based methods with a specialized language underpinning.  It also involved many team members including OTs to provide input about how movement in space may augment function in ELLs who may appear more disordered than they are in actuality. Response to intervention involves careful scrutiny of educational interventions already being used and making adjustments as needed. We discussed how we can do this and optimize educational outcomes for this population.

1-       To improve and raise awareness of what Response To Intervention paradigm consists of and how to use it

2-       To increase efficacy of current RTI procedures relevant to ELL population by dissecting the most appropriate model

WORKING WITH BILINGUAL ADULTS WHO HAVE DEMENTIA Clinical live


Presenter: Deborah Chitester,  MS, CCC SLP

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for these activities.

    Nonfinancial - Board of directors and Founder of Multi-Language Kids (MLK)

Addressing the Achievement Gap: Parental Empowerment through Education  Ell live


Presenter: Deborah Chitester,  MS, CCC SLP

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for these activities.

    Nonfinancial - Board of directors and Founder of Multi-Language Kids (MLK)

Summary: This course dealt with aspects of parental education which appear to boost achievement in diverse children. Examples of children whom Deborah has worked with in the last 5 years and the benefits to parents of the literacy program she developed were presented and discussed in detail.  

LO

To identify aspects of achievement discrepancy of Ells, causal agents and how to best address

To evaluate currently held beliefs about Ells achievement gaps and add on research based information

Best Literacy Practices for the Young English Language Learner:What Works? Webinar  Ell live


Presenter: Deborah Chitester,  MS, CCC SLP

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for these activities.

    Nonfinancial - Board of directors and Founder of Multi-Language Kids (MLK)

SummaryIt is increasingly important to recognize that young ELLS and dual language learners present with unique educational and linguistic needs. To that end, practitioners learned not only how to recognize and facilitate learning aspects of this process, but how to respond to parental concern and support parents in understanding the process of acquiring a new language as well.

Learner outcomes

1-  To identify literacy practices that are consistent with younger Ells that are most effective according to research

2-  To model to practitioners how to implement them in successful ways.

Differential Diagnosis: Language Difference vs. Disorder?  Live Webinar Special ed Ell live

2 Clock Hours

Presenter: Deborah Chitester,  MS, CCC SLP

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for these activities.

    Nonfinancial - Board of directors and Founder of Multi-Language Kids (MLK)

Summary:  Methods of differentiation between language difference and disorder were reviewed extensively so as to promote an understanding of the non-biased assessment tools that assist in this process. Various examples were shared to demonstrate the efficacy of the procedures for SLPs.

  1. To use study of second language acquisition and apply it to differential diagnosis of speech language difference versus disorder
  2. To identify second language processes apart from symptoms of disorders.
  3. To increase awareness on part of participants how to successfully decipher between a second language issue and a language learning difference.

Treatment Strategies for CLD Children with Down Syndrome (Live Webinar)

Presenter: Deborah Chitester,  MS, CCC SLP special ed

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for these activities.

    Nonfinancial - Board of directors and Founder of Multi-Language Kids (MLK)

Summary:

This course reviewed how to intervene clinically with children in an environment where they hear two languages and who also

have Down Syndrome. Cases were discussed fully and strategies were offered.

Learner outcomes

1-To identify successful treatment strategies to use with children with DS

2-To arm practitioners with competence and confidence to work with diverse children with DS

Live webinars

Working with ELLs with divergent and discrepant education:  A webinar    live ELL


Presenter: Deborah Chitester,  MS, CCC SLP 1.5 hours

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for these activities.

    Nonfinancial - Board of directors and Founder of Multi-Language Kids (MLK)

.

Summary:

This presentation will detail specific strategies that are consistent with best research based practices regarding the education of divergent and discrepantly educated ELLs. We will discuss what works when confronted with ELLs who not only speak English as a second language but also come from different educational backgrounds with discrepancies

Learner outcomes

1-To strengthen awareness of what a divergent and discrepant educational background is and how it impacts

An Ell and his ability to attain education

3-       To augment awareness of available research based strategies suitable to address educational needs of Ells

 

Short Term Memory, Executive Function, Comprehension,

Their Role in the Classroom 1.5 hours.

DISCLOSURE

Financial:  Jennifer is an independent contractor who works with learning disabled children and their families.   She holds in-          service training for other professionals and is a presenter for SLLLC and receives financial compensation for both. She has

also developed and published the program Train the Brain to Hear and receives compensation from sales.

Nonfinancial:    There are no relevant non-financial relationships

SPEAKER INFORMATION   Jennifer Holland holds a Bachelor of Science degree in Early Childhood Education from the University of Missouri and a Master of Arts Degree in K-12 Curriculum and Instruction from the University of St. Mary.   Jennifer has also completed her certificate in Special Education.  Jennifer’s many roles have included classroom teacher, aide, volunteer, substitute teacher, Parents as Teachers parent educator and pre-school/childcare provider.  Currently, Jennifer works independently with learning disabled kids and their families as an advocate, trainer, consultant and advisor.  Jennifer holds in service sessions for teachers and other professionals and informational sessions for parents on the topic of learning disabilities.  Jennifer has developed and has published a program for working with learning disabled students that has been endorsed by audiologists.  Her work is entitled Train the Brain to Hear. 

Learner Outomes

1-To improve ability to relate short term memory to other executive functions in the classroom

2-To acquaint the participant with how short term memory impacts academics.

3, To improve overall ability to support and address memory based academic issues.

Working with Teachers, Parents of Struggling Ells Part 2

Crossover Series Form Content and Use

Crossover: Form, Content, Use and the Relationship to Reading: A Live Webinar

Presenter:   Deborah Jill Chitester, M.S., CCC/SLP, and Laura Basili, Reading Specialist and Special Education Teacher

Disclosure:  Financial - Presenter for SLLLC and receives compensation for these activities.                             Non-financial - no relative non-financial activities.

Deborah Chitester

Laura Basili is a dual-certified Reading Specialist and Special Education teacher with a broad range of instructional methodologies and expert knowledge of state regulations, NYS Common Core Learning Standards, and an advanced understanding of developmentally appropriate instruction for both general and special education students. Her experience centers on a collaborative culture that focuses on closing achievement gaps. Laura is well-versed in current instructional standards, RTI procedures, CSE processes, and a variety of literacy programs to help address individual learning styles and diverse student populations. She has taught graduate literacy courses at Mount St. Mary College in Newburgh, New York, and is well-versed in administration of a wide variety of diagnostic evaluations to improve teaching process and maximize student outcomes. 

Summary:

This webinar will present the elements of form, content and use in daily practice as implemented by Speech Pathologists; and it will also examine the connection and relationship to literacy, demonstrating the parallel between these two areas of language.  Understanding the crossover or overlap between these two areas, will help both the Speech Pathologist and the Reading Specialist  to service children aligning strategies and skill-sets to build a stronger language and literacy foundation.  We will discuss the correlation of speech delays/deficits that may later impact reading  and writing, the benefits of early intervention in speech and reading, and suggest strategies and interventions in both areas that can be used in both disciplines in a team approach or one-to-one.

There are 3 parts to this series.

Learner Outcomes:  Participants will be able to:

  1. Identify form, content and use in speech and the equivalent elements in literacy/reading.
    1. Define and discuss the correlation of speech delays/deficits and how this impacts students later on as language demands become more complex in the areas of reading and writing.
    2. Compare and evaluate Early Intervention practices in the two disciplines, Speech and Reading.
    3. Discuss and evaluate areas of crossover/overlap and best practices to strengthen students language and literacy skills.
    4. Discuss and evaluate how CST, IST and CSE teams can more efficiently use formal and informal data to drive educational plans/programs.

Time ordered agenda:  LIVE Workshop                                              6 hours

8:15     Registration and light snacks.

8:30     Identify form, content and use in speech and the equivalent elements in literacy and reading.

9:00     Define and discuss the elements of form, content and use in literacy and reading, specifically, phonemic awareness, phonics, morphology, fluency, vocabulary, and comprehension.

10:00  Discuss correlation between delayed language and speech skills as a future predictor for reading success.

10:30   Break.

10:45   Examine assessments used in both disciplines; evaluate how Psychologists, Speech Pathologists, and the entire CST/IST or CSE teams can effectively design appropriate interventions and programs specific to the students needs.

12:00   Lunch on your own.

1:00     Discuss mandates in both disciplines and evaluate best practices for intervention.  Evaluate and discuss different models of intervention that includes a crossover team approach.

2:15     Examine the advantages and feasibility of establishing a Language/Literacy Department, servicing students using a crossover team approach.

2:45     Break.

3:00     Compare and contrast Early Intervention in both disciplines.

3:30     Discuss and evaluate how combining early intervention practices in both disciplines can help strengthen language and literacy skills.

4:00     Adjournment.

Continuing Education:

Participants are expected to attend the entire program in order to receive recognition for programs 2.0 contact hours.

 

Working with Teachers, and Parents of Struggling ELLs Part 3     1.5 Contact hours  (.15) Parts 1 2 3 special ed

This offering covered how to best assist teachers support ELLs to fully actualize academic endeavors. Areas addressed included reading and writing and other academic skill sets.

Learner outcomes

1-      To improve awareness of  what adversely impacts Ell children academically and how to respond

2-      To increase participant awareness of strategies that address these deficits of an academic nature within this population.


Working with Children who have lost their native language.  Ell strategies

This session was about children who have lost their native language and with whom this author has worked. Some of the language trends and typologies she has observed were presented. Various case examples were offered as well as defining the impact of the first language upon the development of the second

Learner outcomes

  1. To heighten awareness of what language loss is and what causes it
  2. To increase knowledge base about appropriate ways of responding to it.
  3. To create research based interventions to be able to respond to language loss

Pre referral   Ell Strategies-Special Ed

This is a peer reviewed self-study text based product containing descriptive information about if professionals trained in second language acquisition (SLA) can be combined with a pre-referral intervention process, districts can more easily recognize learner differences and devise instruction that will meet specific educational needs instead of relying upon special education programs.

          RTI FOR ELLs

Ell strat Special ed

Response to intervention text-based self-study involved socio-cultural and linguistic research based methods with a specialized language underpinning.  It involved many team members and careful scrutiny of educational interventions already being used and making adjustments as needed. We discussed how we can do this and optimize educational outcomes for this population.

Learner outcomes

To improve how to implement RTI Response to Intervention and tailor it specifically to Ell education.

To increase awareness of positive outcomes of making curricular adaptations for Ells as part of RTI paradigm.

Ethnographic Interview

Special Ed and ELL

This is a peer reviewed self-study text based product containing descriptive information about how an ethnographic survey gives us much needed information and insight about sociolinguistic variables impacting a child's language and literacy development. This helps the interviewer in a way that the home language survey does and cannot.

Pre-Referral  text based self study

This is a peer reviewed self-study text based product containing descriptive information about if professionals trained in second language acquisition (SLA) can be combined with a pre-referral intervention process, districts can more easily recognize learner differences and devise instruction that will meet specific educational needs instead of relying upon special education programs.

This is offered for 2 credits

Learner outcomes

1-To improve awareness on the part of the educator of benefit of pre-referral and its impact on appropriate curricular adaptations for ELL learners

2-To improve ability of practitioner to, at an earlier time modify intervention efforts tailored to the neds of Ells

THE ETHNOGRAPHIC INTERVIEW: A HOW-TO IN ELICITING
IMPORTANT INFORMATION ABOUT DIVERSE CHILDREN
 
TEXT-BASED SELF STUDY
1 CONTACT HOUR
 
NOW AVAILABLE FOR ILLINOIS EARLY INTERVENTION CREDITS

               Summary

               Ethnographic assessment is a viable alternative to the home language survey in the documentation               
               of those sociolinguistic variables that impact language and literacy development of diverse children.
               This print-based self study explores the components of it and outlines the strength of it as well.               
               Research based conclusions are offered about how this instrument can be used when working with                
 
 
 

               minority children.

Learner outcomes:

1-      To enhance the ability of the practitioner to use questions covered in this interview to probe families for important ecological information that does impact literacy and language development of ELLS

2-      To increase awareness on part of practitioner of how this interview process fits well within non biased tools of assessment of Ells.

Intersection between ELL Education and Special Education special ed live


Presenter: Deborah Chitester,  MS, CCC SLP

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for these activities.

    Nonfinancial - Board of directors and Founder of Multi-Language Kids (MLK)

Deborah Chitester has a reputation that is well known in this area. She has put together live online, 24/7 online  and text-based self-study courses designed to increase clinical judgment when working with students who are diverse and  to provide practical strategies that have efficacy when working with this population. Deborah is the CEO of SLLLC, LLC and receives financial compensation as such for presentations and products. She is also the Founder and board member of Multi-language Kids (MLK), a non-profit that addresses similar needs from which she receives no relevant financial relationships.

Summary:

It is critical to understand the connections between special education and ELL education and specialized intervention. This course dealt with how to make that distinction and how to set up specialized programs to support struggling learners who exhibit differences not disorders. Case analyses were presented

Learner outcomes

1-To distinguish between a child who is disordered and a child who presents with a struggle to learn English

2-To access research based strategies to respond to such deficits.

ELL

live

Working With Children Who Have Lost Their Native Language:  A webinar Ell live


Presenter: Deborah Chitester,  MS, CCC SLP

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for these activities.

    Nonfinancial - Board of directors and Founder of Multi-Language Kids (MLK)

Summary:

This session was about children who have lost their native language and with whom this author has worked. Some of the language trends and typologies she has observed were presented. Various case examples were offered as well as defining the impact of the first language upon the development of the second

    Attaining Success for Second Language Learners

www.slllc.org


Sales or promotions is not the focus of this course

Dialogic Reading: Use with English Language Learners    (Live Webinar) Reading

Presenter: Deborah Chitester,  MS, CCC SLP  Reading live

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for these activities.

    Nonfinancial - Board of directors and Founder of Multi-Language Kids (MLK)

Deborah Chitester has a reputation that is well known in this area. She has put together live online, 24/7 online  and text-based self-study courses designed to increase clinical judgment when working with students who are diverse and  to provide practical strategies that have efficacy when working with this population. Deborah is the CEO of SLLLC, LLC and receives financial compensation as such for presentations and products. She is also the Founder and board member of Multi-language Kids (MLK), a non-profit that addresses similar needs from which she receives no relevant financial relationships.

Summary:

Dialogic reading has shown promise when used with ESL learners. This is a procedure where the child becomes the one telling the story. In so doing, the child and specialist have a unique interaction and data is recorded to aid the specialist in further modification of his or her materials. This is an approved procedure and the research does support high utility.



Dysphagia Disorders in the CLD Community: Insights and Recommendations   live Clinical

Diversity Clinical

More and more adults who are diverse are afflicted with dysphagia. This course reviewed important information relative to working with dysphagia in the CLD community. It contained case examples of clients the author has worked with. Recommendations for successful intervention are outlines.

Multi-sensory Reading Strategies Tool Kit    Reading live

Laura Basili

This presentation outlined multi-sensory methodologies for struggling and reluctant readers that go beyond visual and auditory modalities.  How to use data to create flexible grouping within the classroom, differentiation, and instructional practices which accommodate the students individual learning styles were discussed.

rvention with this population suffering from issues related to dysphagia were presented.

Dynamic Assessment:/A Useful Tool for Practitioners 2 hours.

A webinar  live ELL


Presenter: Deborah Chitester,  MS, CCC SLP

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for these activities.

    Nonfinancial - Board of directors and Founder of Multi-Language Kids (MLK)

Summary:

This course dealt with the non-biased assessment tool called dynamic assessment. We reviewed its advantages compared to others that are used. Dynamic assessment as a methodology and a tool in the arsenal for practitioner in working with Culturally Linguistically Diverse clients was fully explained.

Learner outcomes

  1. To identify aspects of dynamic assessment that lend itself to evaluating children in a non biased fashion.
  2. To heighten professional awareness as to the benfits of this tool
  3. To facilitate an awareness amongst the learners of the benefit of this type of assessment versus traditional assessment

What ESL Specialists, Teachers and SLPs Need To Know About Language Augmentation
Live Webinar  2.5 Hours   ELL live



Sales or promotions is not the focus of this course

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for these activities.

    Nonfinancial - Board of directors and Founder of Multi-Language Kids (MLK)


Presenter: Deborah Chitester MS, CCC SLP

Deborah Chitester has a reputation that is well known in this area. She has put together live online, 24/7 online  and text-based self study courses designed to increase clinical judgment when working with students who are diverse and  to provide practical strategies that have efficacy when working with this population. Deborah is the CEO of SLLLC, LLC and receives financial compensation as such for presentations and products. She is also the Founder and board member of Multi-language Kids (MLK), a non-profit that addresses similar needs from which she receives no relevant financial relationships.

Summary:


It is important to know when and if an English Language Learner is struggling or is disordered in language. All of us are implicated in this investigative, comprehensive process. Augmentative processes aid here because they add to what the child already has and do not seek to label the child disordered in order to accomplish this.

Learner outcomes

  1. To identify advantages of language augmentation when dealing with ESL children versus language therapy
  2. To heighten awareness of when to use one versus the other therapy or language augmentation
  3. To infuse current research with anecdotal evidence regarding the benefits of language augmentation with ESL learners

Sensory Integration & Language Issues in Internationally Adopted Children  Part 1    A Webinar


Presenter: Deborah Chitester,  MS, CCC SLP

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for these activities.

    Nonfinancial - Board of directors and Founder of Multi-Language Kids (MLK)

Deborah Chitester has a reputation that is well known in this area. She has put together live online, 24/7 online  and text-based self-study courses designed to increase clinical judgment when working with students who are diverse and  to provide practical strategies that have efficacy when working with this population. Deborah is the CEO of SLLLC, LLC and receives financial compensation as such for presentations and products. She is also the Founder and board member of Multi-language Kids (MLK), a non-profit that addresses similar needs from which she receives no relevant financial relationships.AS

Summary   Part 1 of 3

This presentation included arrested development and motor implications in this population were reviewed. Studies about language development from which strategies may be planned were also discussed. This program combined many aspects relevant to SLPs, educators and OTs.

Sensory Integration & Language Issues in Internationally Adopted Children  Part 2


Presenter: Deborah Chitester,  MS, CCC SLP

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for these activities.

    Nonfinancial - Board of directors and Founder of Multi-Language Kids (MLK)

Deborah Chitester has a reputation that is well known in this area. She has put together live online, 24/7 online  and text-based self-study courses designed to increase clinical judgment when working with students who are diverse and  to provide practical strategies that have efficacy when working with this population. Deborah is the CEO of SLLLC, LLC and receives financial compensation as such for presentations and products. She is also the Founder and board member of Multi-language Kids (MLK), a non-profit that addresses similar needs from which she receives no relevant financial relationships.

Summary: Part 2 of a 3-part presentation

Case analyses were reviewed various case analyses and research based information and strategies provided . Information concerning this population and how language and Sensory Integration issues can be approached by various specialists and disciplines were presented. Additional profiles of cases provided participants analytic abilities to develop an understanding of whether a language delay or difference exists and then how to proceed.

Sensory Integration & Language Issues in Internationally Adopted Children  Part 3


Presenter: Deborah Chitester,  MS, CCC SLP

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for these activities.

    Nonfinancial - Board of directors and Founder of Multi-Language Kids (MLK)

Deborah Chitester has a reputation that is well known in this area. She has put together live online, 24/7 online  and text-based self-study courses designed to increase clinical judgment when working with students who are diverse and  to provide practical strategies that have efficacy when working with this population. Deborah is the CEO of SLLLC, LLC and receives financial compensation as such for presentations and products. She is also the Founder and board member of Multi-language Kids (MLK), a non-profit that addresses similar needs from which she receives no relevant financial relationships.

Summary: Part 3 of a 3-part presentation

This session continued to survey and present language difference from disorder. in this population. It also introduced different case examples important to analyze as well. These cases enabled participants to use what they learned about language difference from disorder.

Learner outcomes for the 3 hour series include

1-To improve-enhance awareness of how to address sensory integration issues in the IA child

2-To learn about how to work in a team with OT, Pt with children who present with SI issues.



SELECTIVE MUTISM OR SILENT PERIOD?  A webinar   Ell    live

2 hours


Presenter: Deborah Chitester,  MS, CCC SLP

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for these activities.

    Nonfinancial - Board of directors and Founder of Multi-Language Kids (MLK)

Deborah Chitester has a reputation that is well known in this area. She has put together live online, 24/7 online   and text-based self-study courses designed to increase clinical judgment when working with students who are diverse and  to provide practical strategies that have efficacy when working with this population. Deborah is the CEO of SLLLC, LLC and receives financial compensation as such for presentations and products. She is also the Founder and board member of Multi-language Kids (MLK), a non-profit that addresses similar needs from which she receives no relevant financial relationships.

Summary:

The difference between the Selective Mutism and the Silent Period and why this is important to all practitioners were discussed. Narrative case examples were offered to enable practitioners to assist the child and the family.

LO

1-      To improve ability to discriminate between symptoms of selective mutism and silent period

2-      Using second language acquisition, discern how to approach the differentiation of the two and how to address each

Auditory Processing Disorder: Signs, Presentations and Treatment: A Webinar

1.5 hours.

Jennifer Holland

Auditory processing disorder involves much more than an inability to hear when background noise is present.  Those with the disorder are often misdiagnosed with ADD/ADHD.  Attendees learned what to look in learners from ages 2 through adult.  Discussed were the five presentations of the disorder with examples provided.  Practical examples of how to treat the presentations of the disorder were given. 

Learner outcomes

1-To improve and heighten the awareness of educators to the importance of auditory processing issues and the relationship to academic success

2-To introduce to research based strategies designed to address these weaknesses of the auditory component

Writing Bilingual Speech/Educational Evaluations  Live webinar   special ed

Presenter: Deborah Chitester,  MS, CCC SLP

.1.5 hours.

Summary:

This webinar covered essential components of a bilingual speech language or educational evaluation. Many of the essential sections of this report as well as when to do them were presented. The ethnographic interview was discussed as well as its benefit over the home language survey in elicitation of key information. Other aspects of the report including language background and use were reviewed

Learner Outcomes: Participant will be able to

1. List and describe key parts of a bilingual speech language-educational evaluation.

2. Describe relevant communicative-cognitive behaviors that belong in particular sections of the report.

3. Identify when such evaluations are needed.

Time ordered agenda     1.5 hours

30 minutes       Overview of importance of non-biased testing

30 minutes       Sections of report that are needed and how you can get the information

30 minutes       In-depth analysis of testing with case examples

Continuing Education

Participants are expected to attend the entire program in order to receive recognition for program’s 1.5 Contact hours.

                                                             

Poverty and the Impact on Language and Learning in Young Children (0-6 years)

                                                                                 A webinar                                

2 hours.
Presenter: Nancy Silverman, M.A.,  CCC SLP

Disclosure: Financial – Nancy is a presenter for SLLLC and receives compensation for these activities.

    Nonfinancial – No relevant non-financial relationships exist.

NANCY SILVERMAN, CCC/SLP received her B.A. and M.A. from Northern Illinois University for whom she was also a supervisor for school-based practica. She is an Early Intervention Specialist in evaluation, assessment, and treatment. Recently retired from the Wheeling IL public school district where she provided services, presentations and trainings for many years. She is an Adjunct Instructor at National Louis University in Chicago.

Summary:

This course provided information about young children who come from a variety of backgrounds (cultural, linguistic, socio-economic, ethnic and immigration status).  Research and evidence on the importance of early language exposure and literacy development were discussed. Strategies to support children and their families were also presented.

Learner Outcomes:   Participant will be able to:

SECOND LANGUAGE, LITERACY & LEARNING CONNECTION, LLC

    Attaining Success for Second Language Learners

www.slllc.org


Sales or promotions is not the focus of this course

CULTURAL COMPETENCE AND THE 0 – 3 POPULATION


Presenter: Deborah Chitester,  MS, CCC SLP

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for these activities.

    Nonfinancial - Board of directors and Founder of Multi-Language Kids (MLK)

Deborah Chitester has a reputation that is well known in this area. She has put together live online, 24/7 online   and text-based self-study courses designed to increase clinical judgment when working with students who are diverse and  to provide practical strategies that have efficacy when working with this population. Deborah is the CEO of SLLLC, LLC and receives financial compensation as such for presentations and products. She is also the Founder and board member of Multi-language Kids (MLK), a non-profit that addresses similar needs from which she receives no relevant financial relationships.

Summary:

Cultural competence is a needed skill to have when working with 0-3 population children and families who are diverse. The tenets

Working with Culturally-Linguistically Diverse Parents

A webinar


Presenter: Deborah Chitester,  MS, CCC SLP

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for these activities.

    Nonfinancial - Board of directors and Founder of Multi-Language Kids (MLK)

Deborah Chitester has a reputation that is well known in this area. She has put together live online, 24/7 online   and text-based self-study courses designed to increase clinical judgment when working with students who are diverse and  to provide practical strategies that have efficacy when working with this population. Deborah is the CEO of SLLLC, LLC and receives financial compensation as such for presentations and products. She is also the Founder and board member of Multi-language Kids (MLK), a non-profit that addresses similar needs from which she receives no relevant financial relationships.

Summary:

This course provided strategies that are both research and practically-based on how to optimize utility when

interacting with CLD parents. It included issues such as language loss and language confusion. Information related to

parental empowerment was shared.

The Neurology of Reading Disorders-Part One (Live Webinar) Reading live

Presenter: Jeheudi Mes Onyemachi Vuai, Ed. D. ABSNP, LLC

Disclosure: Financial: Author and presenter for SLLLC and receives compensation for these activities.

                    Nonfinancial: There are no relevant non-financial relationships.

About the Presenter

Jeheudi Vuai, is both a neuropsychologist and school psychologist. He holds the Diplomate in School Neuropsychology from the American Board of School Neuropsychology.  He teaches in the School of Arts and Sciences, Department of Psychology and the School of Education, Department of Counseling and School Psychology at Barry University, Miami, Florida. His clinical experience includes providing neuropsychological evaluations and diagnosis, psychoeducational testing and assessment and treatment planning for the Department of Psychological Services of Miami-Dade Public Schools, Division of Traumatic Brain and Spinal Cord Injury.  His fifteen years’ experience includes educational, medical and residential treatment settings. He provides comprehensive evaluations for a wide range of neurodevelopmental disorders including traumatic brain injury, autism, executive function deficits, dyslexia, attention deficit disorder, dyscalculia, apraxia, ataxia, written language disorders and other brain based disorders of childhood and adolescents.

Summary:

Reading disorders and central nervous system deficiencies that involve significant impairment of reading accuracy, speed, or comprehension were discussed. Their effect on academic achievement or activities of daily living was also discussed.

Learner outcomes:  Participants will be able to

  • Identify the various subtypes of reading disorders among children
  • State necessary components in order to facilitate reading skills

                

Sales or promotions is not the focus of this course

Reading Intervention for English Language Learners    (Live Webinar)

Presenter: Deborah Chitester,  MS, CCC SLP  Reading live

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for the

Deborah Chitester has a reputation that is well known in this area. She has put together live online, 24/7 online  and text-based self-study courses designed to increase clinical judgment when working with students who are diverse and  to provide practical strategies that have efficacy when working with this population. Deborah is the CEO of SLLLC, LLC and receives financial compensation as such for presentations and products. She is also the Founder and board member of Multi-language Kids (MLK), a non-profit that addresses similar needs from which she receives no relevant financial relationships.

Summary:

There is much research about best practices concerning reading intervention with ELL learners. It is clear that oral language proficiency paves the way for the more advanced literacy skill sets to develop. We will discuss strategies associated with this skill development. Case profiles will be used to highlight different trends as well. Methods of increasing family involvement will be covered as well.

Sales or promotions is not the focus of this course

Early Signs of Learning Disabilities and Early Intervention Strategies

Presenter: Jennifer Holland

 

DISCLOSURE

Financial:  Jennifer is an independent contractor who works with learning disabled children and their families.   She holds in-service training for other professionals and is a presenter for SLLLC and receives financial compensation for both. She has also developed and published the program Train the Brain to Hear and receives compensation from sales.

Nonfinancial:    There are no relevant non-financial relationships

SPEAKER INFORMATION

Jennifer Holland holds a Bachelor of Science degree in Early Childhood Education from the University of Missouri and a Master of Arts Degree in K-12 Curriculum and Instruction from the University of St. Mary.   Jennifer has also completed her certificate in Special Education.  Jennifer’s many roles have included classroom teacher, aide, volunteer, substitute teacher, Parents as Teachers parent educator and pre-school/childcare provider.  Currently, Jennifer works independently with learning disabled kids and their families as an advocate, trainer, consultant and advisor.  Jennifer holds in service sessions for teachers and other professionals and informational sessions for parents on the topic of learning disabilities.  Jennifer has developed and has published a program for working with learning disabled students that has been endorsed by audiologists.  Her work is entitled Train the Brain to Hear. 

Summary: The early signs of learning disabilities were presented.  The possibility of establishing new connections in the brain to help the learner overcome the potential struggles was discussed. Case studies were presented to show possible methods of treating potential delays. 

Learner Outcomes:  Participant will be able to: 

  1. List signs of learning disabilities in students before they begin school.
  2. Describe strategies for home and school to aid in overcoming potential delays.
  3. Explain routines to help the learner before classroom teaching begins. 

Time Ordered Agenda:  90 minutes

20 minutes:  Discuss early signs of learning disabilities.

20 minutes:  Discuss how brain training works

20 minutes:  Present case study of a young child with potential struggles

15 minutes:  Discussion of possible early intervention strategies

15 minutes:  Provide examples of routines to aid those struggling with difficulties.

Continuing Education  Participants are expected to attend the entire program in order to receive recognition for program’s 1.5 Contact hours

The program is offered for .15ASHA CEU's      (Intermediate level, Professional Area)

Attendees Please Note: Audio/Video Recording by Attendee is not allowed.

SLLLC at Times Records a Workshop. By Registering you consent to such recording

ACFI1460


Sales or promotions is not the focus of this course

 

Neuroplasticity and Brain Training:  Science and Practice

Presenter: Jennifer Holland

 

DISCLOSURE

Financial:  Jennifer is an independent contractor who works with learning disabled children and their families.   She holds in- service training for other professionals and is a presenter for SLLLC and receives financial compensation for both. She has also developed and published the program Train the Brain to Hear and receives compensation from sales.

Nonfinancial:    There are no relevant non-financial relationships

SPEAKER INFORMATION

Jennifer Holland holds a Bachelor of Science degree in Early Childhood Education from the University of Missouri and a Master of Arts Degree in K-12 Curriculum and Instruction from the University of St. Mary.   Jennifer has also completed her certificate in Special Education.  Jennifer’s many roles have included classroom teacher, aide, volunteer, substitute teacher, Parents as Teachers parent educator and pre-school/childcare provider.  Currently, Jennifer works independently with learning disabled kids and their families as an advocate, trainer, consultant and advisor.  Jennifer holds in service sessions for teachers and other professionals and informational sessions for parents on the topic of learning disabilities.  Jennifer has developed and has published a program for working with learning disabled students that has been endorsed by audiologists.  Her work is entitled Train the Brain to Hear. 

Summary:  The research basis for neuroplasticity was presented.  How neuroplasticity and brain training are linked was discussed.  Practical examples were provided on how to utilize this science.

Learner Outcomes:  Participant will be able to:

1.  Define where the science of neuroplasticity originates.

2.  Explain how and why brain training works.

3.  List new strategies to treat specific learning difficulties.

Time Ordered Agenda:  60 minutes

15 minutes:  Discuss the background and science of neuroplasticity and brain training

15 minutes:  Review methods of brain training for specific learner struggles

30 minutes:  Come up with strategies to work with specific learning disabilities. 

Continuing Education  Participants are expected to attend the entire program in order to receive recognition for program’s 1 Contact hour

The program is offered for .1ASHA CEU's      (Intermediate level, Professional Area)

Attendees Please Note: Audio/Video Recording by Attendee is not allowed.

SLLLC at Times Records a Workshop. By Registering you consent to such recording

 Reading

         ELL Strategies

         Learning Disabilities

         Special Education

         Early Intervention

         Behavior

Clinicla-Adults

WORKING WITH ENGLISH LANGUAGE LEARNERS WITH DISABILITIES 
(3 HOUR WEBINAR) Sped ed live


Presenter: Deborah Chitester,  MS, CCC SLP

Summary:

 
Working with ELLs who have true disabilities may be a challenging task. This webinar traced the most important aspects of practice in this regard. It included but was not limited to choosing language of instruction and working with other staff members and helping to educate parents who speak a language other than English while they cope with this news. The team approach and its benefits to all disciplines working with this population was discussed.

Learner Outcomes:   Participant will be able to:

Identify what is a disability or a difference in language within culturally linguistically diverse children

Identify the best way to assess these disabilities in an objective fashion

Pre referral and Un necessary referrals to special ed

Deborah Chitester live Special ed

Summary

This course covered and highlighted the importance of the process of pre-referral and how it helps decrease un necessary referrals to special education via the use of RTI methods and specific interviewing techniques. Profiles and strategies were shared.
 
Learner Outcomes: 1.5 hours
 
 
1.  To increase likelihood attendee will be able to use and understand how to implement pre referral strategies
2.   To improve overall awareness of participant how and when to refer an ELL child to special education
 
 Cognates in Intervention with ELLS  live ELL


Presenter: Deborah Chitester,  MS, CCC SLP

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for these activities.

    Nonfinancial - Board of directors and Founder of Multi-Language Kids (MLK)

Summary: Cognates help many ELLS to expand vocabulary skills. Ways to use them to expand vocabulary, language use and expression were reviewed. Case analyses were also presented. 
 
Learner outcomes:
 
1.      To improve understanding of how to use cognates with ELLs to improve literacy and vocabulary
2.      To demonstrate strategies using cognates that work with Ells in the vocabulary acquisition process.

Informal Assessment with CLD Learners: Webinar  Ell live


Presenter: Deborah Chitester,  MS, CCC SLP

Summary: This course dealt with the informal clinical assessment techniques currently approved and associated with higher efficacy levels of differentiating difference from disorder in young 0-3 year olds. Interview questions were included in the inventory. Relevance to language development in 0-3 year olds was described.

Learner outcomes:

  1. To identify techniques that are informal in nature that help document and identify disabilities
  2. To model use of the ethnographic interview as a non biased tool of assessment
  3. To improve awareness of informal tools of assessment and how to use them in a practical efficient fashion

Dyslexia in Culturally Linguistically Diverse Children  

(A live webinar) live special ed


Presenter: Deborah Chitester,  MS, CCC SLP

Summary:

This presenter has worked extensively with children who authentically do present with dyslexia and also speak two languages. This presentation covered integral parts to look at when looking at this complex disorder. How to diagnose dyslexia in CLD learners and how to respond. Implications for treatment of the dyslexic child were presented.

Learner outcomes:

  1. To improve ability to discern what dyslexia presents as in a culturally linguistically diverse child
  2. To activate the ability of the practitioner to provide supports for the dyslexic child who is diverse as he or she does when child’s primary language is English

Sensory ClinicaL

RTI and ELLs: A Team Effort    1.5 Contact hours    Ell; live

Presenter: Deborah Chitester,  MS, CCC SLP

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for these activities.

    Nonfinancial - Board of directors and Founder of Multi-Language Kids (MLK)

Summary

Response to intervention presentation involved sociocultural and linguistic research based methods with a specialized language underpinning.  It also involved many team members including OTs to provide input about how movement in space may augment function in ELLs who may appear more disordered than they are in actuality. Response to intervention involves careful scrutiny of educational interventions already being used and making adjustments as needed. We discussed how we can do this and optimize educational outcomes for this population.

1-       To improve and raise awareness of what Response To Intervention paradigm consists of and how to use it

2-       To increase efficacy of current RTI procedures relevant to ELL population by dissecting the most appropriate model

WORKING WITH BILINGUAL ADULTS WHO HAVE DEMENTIA Clinical live


Presenter: Deborah Chitester,  MS, CCC SLP

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for these activities.

    Nonfinancial - Board of directors and Founder of Multi-Language Kids (MLK)

Addressing the Achievement Gap: Parental Empowerment through Education  Ell live


Presenter: Deborah Chitester,  MS, CCC SLP

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for these activities.

    Nonfinancial - Board of directors and Founder of Multi-Language Kids (MLK)

Summary: This course dealt with aspects of parental education which appear to boost achievement in diverse children. Examples of children whom Deborah has worked with in the last 5 years and the benefits to parents of the literacy program she developed were presented and discussed in detail.  

LO

To identify aspects of achievement discrepancy of Ells, causal agents and how to best address

To evaluate currently held beliefs about Ells achievement gaps and add on research based information

Best Literacy Practices for the Young English Language Learner:What Works? Webinar  Ell live


Presenter: Deborah Chitester,  MS, CCC SLP

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for these activities.

    Nonfinancial - Board of directors and Founder of Multi-Language Kids (MLK)

SummaryIt is increasingly important to recognize that young ELLS and dual language learners present with unique educational and linguistic needs. To that end, practitioners learned not only how to recognize and facilitate learning aspects of this process, but how to respond to parental concern and support parents in understanding the process of acquiring a new language as well.

Learner outcomes

1-  To identify literacy practices that are consistent with younger Ells that are most effective according to research

2-  To model to practitioners how to implement them in successful ways.

Differential Diagnosis: Language Difference vs. Disorder?  Live Webinar Special ed Ell live

2 Clock Hours

Presenter: Deborah Chitester,  MS, CCC SLP

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for these activities.

    Nonfinancial - Board of directors and Founder of Multi-Language Kids (MLK)

Summary:  Methods of differentiation between language difference and disorder were reviewed extensively so as to promote an understanding of the non-biased assessment tools that assist in this process. Various examples were shared to demonstrate the efficacy of the procedures for SLPs.

  1. To use study of second language acquisition and apply it to differential diagnosis of speech language difference versus disorder
  2. To identify second language processes apart from symptoms of disorders.
  3. To increase awareness on part of participants how to successfully decipher between a second language issue and a language learning difference.

Treatment Strategies for CLD Children with Down Syndrome (Live Webinar)

Presenter: Deborah Chitester,  MS, CCC SLP special ed

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for these activities.

    Nonfinancial - Board of directors and Founder of Multi-Language Kids (MLK)

Summary:

This course reviewed how to intervene clinically with children in an environment where they hear two languages and who also

have Down Syndrome. Cases were discussed fully and strategies were offered.

Learner outcomes

1-To identify successful treatment strategies to use with children with DS

2-To arm practitioners with competence and confidence to work with diverse children with DS

Live webinars

Working with ELLs with divergent and discrepant education:  A webinar    live ELL


Presenter: Deborah Chitester,  MS, CCC SLP 1.5 hours

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for these activities.

    Nonfinancial - Board of directors and Founder of Multi-Language Kids (MLK)

.

Summary:

This presentation will detail specific strategies that are consistent with best research based practices regarding the education of divergent and discrepantly educated ELLs. We will discuss what works when confronted with ELLs who not only speak English as a second language but also come from different educational backgrounds with discrepancies

Learner outcomes

1-To strengthen awareness of what a divergent and discrepant educational background is and how it impacts

An Ell and his ability to attain education

3-       To augment awareness of available research based strategies suitable to address educational needs of Ells

 

Short Term Memory, Executive Function, Comprehension,

Their Role in the Classroom 1.5 hours.

DISCLOSURE

Financial:  Jennifer is an independent contractor who works with learning disabled children and their families.   She holds in-          service training for other professionals and is a presenter for SLLLC and receives financial compensation for both. She has

also developed and published the program Train the Brain to Hear and receives compensation from sales.

Nonfinancial:    There are no relevant non-financial relationships

SPEAKER INFORMATION   Jennifer Holland holds a Bachelor of Science degree in Early Childhood Education from the University of Missouri and a Master of Arts Degree in K-12 Curriculum and Instruction from the University of St. Mary.   Jennifer has also completed her certificate in Special Education.  Jennifer’s many roles have included classroom teacher, aide, volunteer, substitute teacher, Parents as Teachers parent educator and pre-school/childcare provider.  Currently, Jennifer works independently with learning disabled kids and their families as an advocate, trainer, consultant and advisor.  Jennifer holds in service sessions for teachers and other professionals and informational sessions for parents on the topic of learning disabilities.  Jennifer has developed and has published a program for working with learning disabled students that has been endorsed by audiologists.  Her work is entitled Train the Brain to Hear. 

Learner Outomes

1-To improve ability to relate short term memory to other executive functions in the classroom

2-To acquaint the participant with how short term memory impacts academics.

3, To improve overall ability to support and address memory based academic issues.

Working with Teachers, Parents of Struggling Ells Part 2

Crossover Series Form Content and Use

Crossover: Form, Content, Use and the Relationship to Reading: A Live Webinar

Presenter:   Deborah Jill Chitester, M.S., CCC/SLP, and Laura Basili, Reading Specialist and Special Education Teacher

Disclosure:  Financial - Presenter for SLLLC and receives compensation for these activities.                             Non-financial - no relative non-financial activities.

Deborah Chitester

Laura Basili is a dual-certified Reading Specialist and Special Education teacher with a broad range of instructional methodologies and expert knowledge of state regulations, NYS Common Core Learning Standards, and an advanced understanding of developmentally appropriate instruction for both general and special education students. Her experience centers on a collaborative culture that focuses on closing achievement gaps. Laura is well-versed in current instructional standards, RTI procedures, CSE processes, and a variety of literacy programs to help address individual learning styles and diverse student populations. She has taught graduate literacy courses at Mount St. Mary College in Newburgh, New York, and is well-versed in administration of a wide variety of diagnostic evaluations to improve teaching process and maximize student outcomes. 

Summary:

This webinar will present the elements of form, content and use in daily practice as implemented by Speech Pathologists; and it will also examine the connection and relationship to literacy, demonstrating the parallel between these two areas of language.  Understanding the crossover or overlap between these two areas, will help both the Speech Pathologist and the Reading Specialist  to service children aligning strategies and skill-sets to build a stronger language and literacy foundation.  We will discuss the correlation of speech delays/deficits that may later impact reading  and writing, the benefits of early intervention in speech and reading, and suggest strategies and interventions in both areas that can be used in both disciplines in a team approach or one-to-one.

There are 3 parts to this series.

Learner Outcomes:  Participants will be able to:

  1. Identify form, content and use in speech and the equivalent elements in literacy/reading.
    1. Define and discuss the correlation of speech delays/deficits and how this impacts students later on as language demands become more complex in the areas of reading and writing.
    2. Compare and evaluate Early Intervention practices in the two disciplines, Speech and Reading.
    3. Discuss and evaluate areas of crossover/overlap and best practices to strengthen students language and literacy skills.
    4. Discuss and evaluate how CST, IST and CSE teams can more efficiently use formal and informal data to drive educational plans/programs.

Time ordered agenda:  LIVE Workshop                                              6 hours

8:15     Registration and light snacks.

8:30     Identify form, content and use in speech and the equivalent elements in literacy and reading.

9:00     Define and discuss the elements of form, content and use in literacy and reading, specifically, phonemic awareness, phonics, morphology, fluency, vocabulary, and comprehension.

10:00  Discuss correlation between delayed language and speech skills as a future predictor for reading success.

10:30   Break.

10:45   Examine assessments used in both disciplines; evaluate how Psychologists, Speech Pathologists, and the entire CST/IST or CSE teams can effectively design appropriate interventions and programs specific to the students needs.

12:00   Lunch on your own.

1:00     Discuss mandates in both disciplines and evaluate best practices for intervention.  Evaluate and discuss different models of intervention that includes a crossover team approach.

2:15     Examine the advantages and feasibility of establishing a Language/Literacy Department, servicing students using a crossover team approach.

2:45     Break.

3:00     Compare and contrast Early Intervention in both disciplines.

3:30     Discuss and evaluate how combining early intervention practices in both disciplines can help strengthen language and literacy skills.

4:00     Adjournment.

Continuing Education:

Participants are expected to attend the entire program in order to receive recognition for programs 2.0 contact hours.

 

Working with Teachers, and Parents of Struggling ELLs Part 3     1.5 Contact hours  (.15) Parts 1 2 3 special ed

This offering covered how to best assist teachers support ELLs to fully actualize academic endeavors. Areas addressed included reading and writing and other academic skill sets.

Learner outcomes

1-      To improve awareness of  what adversely impacts Ell children academically and how to respond

2-      To increase participant awareness of strategies that address these deficits of an academic nature within this population.


Working with Children who have lost their native language.  Ell strategies

This session was about children who have lost their native language and with whom this author has worked. Some of the language trends and typologies she has observed were presented. Various case examples were offered as well as defining the impact of the first language upon the development of the second

Learner outcomes

  1. To heighten awareness of what language loss is and what causes it
  2. To increase knowledge base about appropriate ways of responding to it.
  3. To create research based interventions to be able to respond to language loss

Pre referral   Ell Strategies-Special Ed

This is a peer reviewed self-study text based product containing descriptive information about if professionals trained in second language acquisition (SLA) can be combined with a pre-referral intervention process, districts can more easily recognize learner differences and devise instruction that will meet specific educational needs instead of relying upon special education programs.

          RTI FOR ELLs

Ell strat Special ed

Response to intervention text-based self-study involved socio-cultural and linguistic research based methods with a specialized language underpinning.  It involved many team members and careful scrutiny of educational interventions already being used and making adjustments as needed. We discussed how we can do this and optimize educational outcomes for this population.

Learner outcomes

To improve how to implement RTI Response to Intervention and tailor it specifically to Ell education.

To increase awareness of positive outcomes of making curricular adaptations for Ells as part of RTI paradigm.

Ethnographic Interview

Special Ed and ELL

This is a peer reviewed self-study text based product containing descriptive information about how an ethnographic survey gives us much needed information and insight about sociolinguistic variables impacting a child's language and literacy development. This helps the interviewer in a way that the home language survey does and cannot.

Pre-Referral  text based self study

This is a peer reviewed self-study text based product containing descriptive information about if professionals trained in second language acquisition (SLA) can be combined with a pre-referral intervention process, districts can more easily recognize learner differences and devise instruction that will meet specific educational needs instead of relying upon special education programs.

This is offered for 2 credits

Learner outcomes

1-To improve awareness on the part of the educator of benefit of pre-referral and its impact on appropriate curricular adaptations for ELL learners

2-To improve ability of practitioner to, at an earlier time modify intervention efforts tailored to the neds of Ells

THE ETHNOGRAPHIC INTERVIEW: A HOW-TO IN ELICITING
IMPORTANT INFORMATION ABOUT DIVERSE CHILDREN
 
TEXT-BASED SELF STUDY
1 CONTACT HOUR
 
NOW AVAILABLE FOR ILLINOIS EARLY INTERVENTION CREDITS

               Summary

               Ethnographic assessment is a viable alternative to the home language survey in the documentation               
               of those sociolinguistic variables that impact language and literacy development of diverse children.
               This print-based self study explores the components of it and outlines the strength of it as well.               
               Research based conclusions are offered about how this instrument can be used when working with                
 
 
 

               minority children.

Learner outcomes:

1-      To enhance the ability of the practitioner to use questions covered in this interview to probe families for important ecological information that does impact literacy and language development of ELLS

2-      To increase awareness on part of practitioner of how this interview process fits well within non biased tools of assessment of Ells.

Intersection between ELL Education and Special Education special ed live


Presenter: Deborah Chitester,  MS, CCC SLP

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for these activities.

    Nonfinancial - Board of directors and Founder of Multi-Language Kids (MLK)

Deborah Chitester has a reputation that is well known in this area. She has put together live online, 24/7 online  and text-based self-study courses designed to increase clinical judgment when working with students who are diverse and  to provide practical strategies that have efficacy when working with this population. Deborah is the CEO of SLLLC, LLC and receives financial compensation as such for presentations and products. She is also the Founder and board member of Multi-language Kids (MLK), a non-profit that addresses similar needs from which she receives no relevant financial relationships.

Summary:

It is critical to understand the connections between special education and ELL education and specialized intervention. This course dealt with how to make that distinction and how to set up specialized programs to support struggling learners who exhibit differences not disorders. Case analyses were presented

Learner outcomes

1-To distinguish between a child who is disordered and a child who presents with a struggle to learn English

2-To access research based strategies to respond to such deficits.

ELL

live

Working With Children Who Have Lost Their Native Language:  A webinar Ell live


Presenter: Deborah Chitester,  MS, CCC SLP

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for these activities.

    Nonfinancial - Board of directors and Founder of Multi-Language Kids (MLK)

Summary:

This session was about children who have lost their native language and with whom this author has worked. Some of the language trends and typologies she has observed were presented. Various case examples were offered as well as defining the impact of the first language upon the development of the second

    Attaining Success for Second Language Learners

www.slllc.org


Sales or promotions is not the focus of this course

Dialogic Reading: Use with English Language Learners    (Live Webinar) Reading

Presenter: Deborah Chitester,  MS, CCC SLP  Reading live

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for these activities.

    Nonfinancial - Board of directors and Founder of Multi-Language Kids (MLK)

Deborah Chitester has a reputation that is well known in this area. She has put together live online, 24/7 online  and text-based self-study courses designed to increase clinical judgment when working with students who are diverse and  to provide practical strategies that have efficacy when working with this population. Deborah is the CEO of SLLLC, LLC and receives financial compensation as such for presentations and products. She is also the Founder and board member of Multi-language Kids (MLK), a non-profit that addresses similar needs from which she receives no relevant financial relationships.

Summary:

Dialogic reading has shown promise when used with ESL learners. This is a procedure where the child becomes the one telling the story. In so doing, the child and specialist have a unique interaction and data is recorded to aid the specialist in further modification of his or her materials. This is an approved procedure and the research does support high utility.



Dysphagia Disorders in the CLD Community: Insights and Recommendations   live Clinical

Diversity Clinical

More and more adults who are diverse are afflicted with dysphagia. This course reviewed important information relative to working with dysphagia in the CLD community. It contained case examples of clients the author has worked with. Recommendations for successful intervention are outlines.

Multi-sensory Reading Strategies Tool Kit    Reading live

Laura Basili

This presentation outlined multi-sensory methodologies for struggling and reluctant readers that go beyond visual and auditory modalities.  How to use data to create flexible grouping within the classroom, differentiation, and instructional practices which accommodate the students individual learning styles were discussed.

rvention with this population suffering from issues related to dysphagia were presented.

Dynamic Assessment:/A Useful Tool for Practitioners 2 hours.

A webinar  live ELL


Presenter: Deborah Chitester,  MS, CCC SLP

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for these activities.

    Nonfinancial - Board of directors and Founder of Multi-Language Kids (MLK)

Summary:

This course dealt with the non-biased assessment tool called dynamic assessment. We reviewed its advantages compared to others that are used. Dynamic assessment as a methodology and a tool in the arsenal for practitioner in working with Culturally Linguistically Diverse clients was fully explained.

Learner outcomes

  1. To identify aspects of dynamic assessment that lend itself to evaluating children in a non biased fashion.
  2. To heighten professional awareness as to the benfits of this tool
  3. To facilitate an awareness amongst the learners of the benefit of this type of assessment versus traditional assessment

What ESL Specialists, Teachers and SLPs Need To Know About Language Augmentation
Live Webinar  2.5 Hours   ELL live



Sales or promotions is not the focus of this course

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for these activities.

    Nonfinancial - Board of directors and Founder of Multi-Language Kids (MLK)


Presenter: Deborah Chitester MS, CCC SLP

Deborah Chitester has a reputation that is well known in this area. She has put together live online, 24/7 online  and text-based self study courses designed to increase clinical judgment when working with students who are diverse and  to provide practical strategies that have efficacy when working with this population. Deborah is the CEO of SLLLC, LLC and receives financial compensation as such for presentations and products. She is also the Founder and board member of Multi-language Kids (MLK), a non-profit that addresses similar needs from which she receives no relevant financial relationships.

Summary:


It is important to know when and if an English Language Learner is struggling or is disordered in language. All of us are implicated in this investigative, comprehensive process. Augmentative processes aid here because they add to what the child already has and do not seek to label the child disordered in order to accomplish this.

Learner outcomes

  1. To identify advantages of language augmentation when dealing with ESL children versus language therapy
  2. To heighten awareness of when to use one versus the other therapy or language augmentation
  3. To infuse current research with anecdotal evidence regarding the benefits of language augmentation with ESL learners

Sensory Integration & Language Issues in Internationally Adopted Children  Part 1    A Webinar


Presenter: Deborah Chitester,  MS, CCC SLP

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for these activities.

    Nonfinancial - Board of directors and Founder of Multi-Language Kids (MLK)

Deborah Chitester has a reputation that is well known in this area. She has put together live online, 24/7 online  and text-based self-study courses designed to increase clinical judgment when working with students who are diverse and  to provide practical strategies that have efficacy when working with this population. Deborah is the CEO of SLLLC, LLC and receives financial compensation as such for presentations and products. She is also the Founder and board member of Multi-language Kids (MLK), a non-profit that addresses similar needs from which she receives no relevant financial relationships.AS

Summary   Part 1 of 3

This presentation included arrested development and motor implications in this population were reviewed. Studies about language development from which strategies may be planned were also discussed. This program combined many aspects relevant to SLPs, educators and OTs.

Sensory Integration & Language Issues in Internationally Adopted Children  Part 2


Presenter: Deborah Chitester,  MS, CCC SLP

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for these activities.

    Nonfinancial - Board of directors and Founder of Multi-Language Kids (MLK)

Deborah Chitester has a reputation that is well known in this area. She has put together live online, 24/7 online  and text-based self-study courses designed to increase clinical judgment when working with students who are diverse and  to provide practical strategies that have efficacy when working with this population. Deborah is the CEO of SLLLC, LLC and receives financial compensation as such for presentations and products. She is also the Founder and board member of Multi-language Kids (MLK), a non-profit that addresses similar needs from which she receives no relevant financial relationships.

Summary: Part 2 of a 3-part presentation

Case analyses were reviewed various case analyses and research based information and strategies provided . Information concerning this population and how language and Sensory Integration issues can be approached by various specialists and disciplines were presented. Additional profiles of cases provided participants analytic abilities to develop an understanding of whether a language delay or difference exists and then how to proceed.

Sensory Integration & Language Issues in Internationally Adopted Children  Part 3


Presenter: Deborah Chitester,  MS, CCC SLP

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for these activities.

    Nonfinancial - Board of directors and Founder of Multi-Language Kids (MLK)

Deborah Chitester has a reputation that is well known in this area. She has put together live online, 24/7 online  and text-based self-study courses designed to increase clinical judgment when working with students who are diverse and  to provide practical strategies that have efficacy when working with this population. Deborah is the CEO of SLLLC, LLC and receives financial compensation as such for presentations and products. She is also the Founder and board member of Multi-language Kids (MLK), a non-profit that addresses similar needs from which she receives no relevant financial relationships.

Summary: Part 3 of a 3-part presentation

This session continued to survey and present language difference from disorder. in this population. It also introduced different case examples important to analyze as well. These cases enabled participants to use what they learned about language difference from disorder.

Learner outcomes for the 3 hour series include

1-To improve-enhance awareness of how to address sensory integration issues in the IA child

2-To learn about how to work in a team with OT, Pt with children who present with SI issues.



SELECTIVE MUTISM OR SILENT PERIOD?  A webinar   Ell    live

2 hours


Presenter: Deborah Chitester,  MS, CCC SLP

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for these activities.

    Nonfinancial - Board of directors and Founder of Multi-Language Kids (MLK)

Deborah Chitester has a reputation that is well known in this area. She has put together live online, 24/7 online   and text-based self-study courses designed to increase clinical judgment when working with students who are diverse and  to provide practical strategies that have efficacy when working with this population. Deborah is the CEO of SLLLC, LLC and receives financial compensation as such for presentations and products. She is also the Founder and board member of Multi-language Kids (MLK), a non-profit that addresses similar needs from which she receives no relevant financial relationships.

Summary:

The difference between the Selective Mutism and the Silent Period and why this is important to all practitioners were discussed. Narrative case examples were offered to enable practitioners to assist the child and the family.

LO

1-      To improve ability to discriminate between symptoms of selective mutism and silent period

2-      Using second language acquisition, discern how to approach the differentiation of the two and how to address each

Auditory Processing Disorder: Signs, Presentations and Treatment: A Webinar

1.5 hours.

Jennifer Holland

Auditory processing disorder involves much more than an inability to hear when background noise is present.  Those with the disorder are often misdiagnosed with ADD/ADHD.  Attendees learned what to look in learners from ages 2 through adult.  Discussed were the five presentations of the disorder with examples provided.  Practical examples of how to treat the presentations of the disorder were given. 

Learner outcomes

1-To improve and heighten the awareness of educators to the importance of auditory processing issues and the relationship to academic success

2-To introduce to research based strategies designed to address these weaknesses of the auditory component

Writing Bilingual Speech/Educational Evaluations  Live webinar   special ed

Presenter: Deborah Chitester,  MS, CCC SLP

.1.5 hours.

Summary:

This webinar covered essential components of a bilingual speech language or educational evaluation. Many of the essential sections of this report as well as when to do them were presented. The ethnographic interview was discussed as well as its benefit over the home language survey in elicitation of key information. Other aspects of the report including language background and use were reviewed

Learner Outcomes: Participant will be able to

1. List and describe key parts of a bilingual speech language-educational evaluation.

2. Describe relevant communicative-cognitive behaviors that belong in particular sections of the report.

3. Identify when such evaluations are needed.

Time ordered agenda     1.5 hours

30 minutes       Overview of importance of non-biased testing

30 minutes       Sections of report that are needed and how you can get the information

30 minutes       In-depth analysis of testing with case examples

Continuing Education

Participants are expected to attend the entire program in order to receive recognition for program’s 1.5 Contact hours.

                                                             

Poverty and the Impact on Language and Learning in Young Children (0-6 years)

                                                                                 A webinar                                

2 hours.
Presenter: Nancy Silverman, M.A.,  CCC SLP

Disclosure: Financial – Nancy is a presenter for SLLLC and receives compensation for these activities.

    Nonfinancial – No relevant non-financial relationships exist.

NANCY SILVERMAN, CCC/SLP received her B.A. and M.A. from Northern Illinois University for whom she was also a supervisor for school-based practica. She is an Early Intervention Specialist in evaluation, assessment, and treatment. Recently retired from the Wheeling IL public school district where she provided services, presentations and trainings for many years. She is an Adjunct Instructor at National Louis University in Chicago.

Summary:

This course provided information about young children who come from a variety of backgrounds (cultural, linguistic, socio-economic, ethnic and immigration status).  Research and evidence on the importance of early language exposure and literacy development were discussed. Strategies to support children and their families were also presented.

Learner Outcomes:   Participant will be able to:

SECOND LANGUAGE, LITERACY & LEARNING CONNECTION, LLC

    Attaining Success for Second Language Learners

www.slllc.org


Sales or promotions is not the focus of this course

CULTURAL COMPETENCE AND THE 0 – 3 POPULATION


Presenter: Deborah Chitester,  MS, CCC SLP

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for these activities.

    Nonfinancial - Board of directors and Founder of Multi-Language Kids (MLK)

Deborah Chitester has a reputation that is well known in this area. She has put together live online, 24/7 online   and text-based self-study courses designed to increase clinical judgment when working with students who are diverse and  to provide practical strategies that have efficacy when working with this population. Deborah is the CEO of SLLLC, LLC and receives financial compensation as such for presentations and products. She is also the Founder and board member of Multi-language Kids (MLK), a non-profit that addresses similar needs from which she receives no relevant financial relationships.

Summary:

Cultural competence is a needed skill to have when working with 0-3 population children and families who are diverse. The tenets

Working with Culturally-Linguistically Diverse Parents

A webinar


Presenter: Deborah Chitester,  MS, CCC SLP

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for these activities.

    Nonfinancial - Board of directors and Founder of Multi-Language Kids (MLK)

Deborah Chitester has a reputation that is well known in this area. She has put together live online, 24/7 online   and text-based self-study courses designed to increase clinical judgment when working with students who are diverse and  to provide practical strategies that have efficacy when working with this population. Deborah is the CEO of SLLLC, LLC and receives financial compensation as such for presentations and products. She is also the Founder and board member of Multi-language Kids (MLK), a non-profit that addresses similar needs from which she receives no relevant financial relationships.

Summary:

This course provided strategies that are both research and practically-based on how to optimize utility when

interacting with CLD parents. It included issues such as language loss and language confusion. Information related to

parental empowerment was shared.

The Neurology of Reading Disorders-Part One (Live Webinar) Reading live

Presenter: Jeheudi Mes Onyemachi Vuai, Ed. D. ABSNP, LLC

Disclosure: Financial: Author and presenter for SLLLC and receives compensation for these activities.

                    Nonfinancial: There are no relevant non-financial relationships.

About the Presenter

Jeheudi Vuai, is both a neuropsychologist and school psychologist. He holds the Diplomate in School Neuropsychology from the American Board of School Neuropsychology.  He teaches in the School of Arts and Sciences, Department of Psychology and the School of Education, Department of Counseling and School Psychology at Barry University, Miami, Florida. His clinical experience includes providing neuropsychological evaluations and diagnosis, psychoeducational testing and assessment and treatment planning for the Department of Psychological Services of Miami-Dade Public Schools, Division of Traumatic Brain and Spinal Cord Injury.  His fifteen years’ experience includes educational, medical and residential treatment settings. He provides comprehensive evaluations for a wide range of neurodevelopmental disorders including traumatic brain injury, autism, executive function deficits, dyslexia, attention deficit disorder, dyscalculia, apraxia, ataxia, written language disorders and other brain based disorders of childhood and adolescents.

Summary:

Reading disorders and central nervous system deficiencies that involve significant impairment of reading accuracy, speed, or comprehension were discussed. Their effect on academic achievement or activities of daily living was also discussed.

Learner outcomes:  Participants will be able to

  • Identify the various subtypes of reading disorders among children
  • State necessary components in order to facilitate reading skills

                

Sales or promotions is not the focus of this course

Reading Intervention for English Language Learners    (Live Webinar)

Presenter: Deborah Chitester,  MS, CCC SLP  Reading live

Disclosure: Financial - CEO, Author and presenter for SLLLC and receives compensation for the

Deborah Chitester has a reputation that is well known in this area. She has put together live online, 24/7 online  and text-based self-study courses designed to increase clinical judgment when working with students who are diverse and  to provide practical strategies that have efficacy when working with this population. Deborah is the CEO of SLLLC, LLC and receives financial compensation as such for presentations and products. She is also the Founder and board member of Multi-language Kids (MLK), a non-profit that addresses similar needs from which she receives no relevant financial relationships.

Summary:

There is much research about best practices concerning reading intervention with ELL learners. It is clear that oral language proficiency paves the way for the more advanced literacy skill sets to develop. We will discuss strategies associated with this skill development. Case profiles will be used to highlight different trends as well. Methods of increasing family involvement will be covered as well.

Sales or promotions is not the focus of this course

Early Signs of Learning Disabilities and Early Intervention Strategies

Presenter: Jennifer Holland

 

DISCLOSURE

Financial:  Jennifer is an independent contractor who works with learning disabled children and their families.   She holds in-service training for other professionals and is a presenter for SLLLC and receives financial compensation for both. She has also developed and published the program Train the Brain to Hear and receives compensation from sales.

Nonfinancial:    There are no relevant non-financial relationships

SPEAKER INFORMATION

Jennifer Holland holds a Bachelor of Science degree in Early Childhood Education from the University of Missouri and a Master of Arts Degree in K-12 Curriculum and Instruction from the University of St. Mary.   Jennifer has also completed her certificate in Special Education.  Jennifer’s many roles have included classroom teacher, aide, volunteer, substitute teacher, Parents as Teachers parent educator and pre-school/childcare provider.  Currently, Jennifer works independently with learning disabled kids and their families as an advocate, trainer, consultant and advisor.  Jennifer holds in service sessions for teachers and other professionals and informational sessions for parents on the topic of learning disabilities.  Jennifer has developed and has published a program for working with learning disabled students that has been endorsed by audiologists.  Her work is entitled Train the Brain to Hear. 

Summary: The early signs of learning disabilities were presented.  The possibility of establishing new connections in the brain to help the learner overcome the potential struggles was discussed. Case studies were presented to show possible methods of treating potential delays. 

Learner Outcomes:  Participant will be able to: 

  1. List signs of learning disabilities in students before they begin school.
  2. Describe strategies for home and school to aid in overcoming potential delays.
  3. Explain routines to help the learner before classroom teaching begins. 

Time Ordered Agenda:  90 minutes

20 minutes:  Discuss early signs of learning disabilities.

20 minutes:  Discuss how brain training works

20 minutes:  Present case study of a young child with potential struggles

15 minutes:  Discussion of possible early intervention strategies

15 minutes:  Provide examples of routines to aid those struggling with difficulties.

Continuing Education  Participants are expected to attend the entire program in order to receive recognition for program’s 1.5 Contact hours

The program is offered for .15ASHA CEU's      (Intermediate level, Professional Area)

Attendees Please Note: Audio/Video Recording by Attendee is not allowed.

SLLLC at Times Records a Workshop. By Registering you consent to such recording

ACFI1460


Sales or promotions is not the focus of this course

 

Neuroplasticity and Brain Training:  Science and Practice

Presenter: Jennifer Holland

 

DISCLOSURE

Financial:  Jennifer is an independent contractor who works with learning disabled children and their families.   She holds in- service training for other professionals and is a presenter for SLLLC and receives financial compensation for both. She has also developed and published the program Train the Brain to Hear and receives compensation from sales.

Nonfinancial:    There are no relevant non-financial relationships

SPEAKER INFORMATION

Jennifer Holland holds a Bachelor of Science degree in Early Childhood Education from the University of Missouri and a Master of Arts Degree in K-12 Curriculum and Instruction from the University of St. Mary.   Jennifer has also completed her certificate in Special Education.  Jennifer’s many roles have included classroom teacher, aide, volunteer, substitute teacher, Parents as Teachers parent educator and pre-school/childcare provider.  Currently, Jennifer works independently with learning disabled kids and their families as an advocate, trainer, consultant and advisor.  Jennifer holds in service sessions for teachers and other professionals and informational sessions for parents on the topic of learning disabilities.  Jennifer has developed and has published a program for working with learning disabled students that has been endorsed by audiologists.  Her work is entitled Train the Brain to Hear. 

Summary:  The research basis for neuroplasticity was presented.  How neuroplasticity and brain training are linked was discussed.  Practical examples were provided on how to utilize this science.

Learner Outcomes:  Participant will be able to:

1.  Define where the science of neuroplasticity originates.

2.  Explain how and why brain training works.

3.  List new strategies to treat specific learning difficulties.

Time Ordered Agenda:  60 minutes

15 minutes:  Discuss the background and science of neuroplasticity and brain training

15 minutes:  Review methods of brain training for specific learner struggles

30 minutes:  Come up with strategies to work with specific learning disabilities. 

Continuing Education  Participants are expected to attend the entire program in order to receive recognition for program’s 1 Contact hour

The program is offered for .1ASHA CEU's      (Intermediate level, Professional Area)

Attendees Please Note: Audio/Video Recording by Attendee is not allowed.

SLLLC at Times Records a Workshop. By Registering you consent to such recording

Bronze entitles you to one molnth at 40 dollars Access to informative articles pertaining to diversity topics

 

Silver is 150 for an individual and gives you access to 6 months of engaging content and articles relative to diversity topics.

TO REGISTER PLEASE CLICK ON LOOK UP COURSES THEN LOOK FOR THE TYPE OF CREDITS YOU SEEK THEN CLICK ON THE COURSE. IT WILL TAKE YOU TO A PAGE TO CHOOSE YOUR CREDITS . FROM THERE, CHECK OUT BY CLICKING CHECKOUT IN THE MENU

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Boone-WinnebagoRegional Office of Education-.Click on 24 7 courses to see all moodle courses learning management system

THERE ARE SEVERAL NEW COURSES INCLUDING RELEVANT INFORMATION WORKING WITH YOUNG ELLS

 All our courses are approved for all our accreditations at this time..

Group pricing coming AND

Check out the following packages Assess Treat and Learn and Bilingual aphasia course Ieps for Ells, and Cognates.

YOU WILL GET YOUR CERTIFICATE WITHIN ONE DAY OF THE COURSE

YOU WILL GET YOUR MEETING LINK FOR LIVE WEBINAR  WITHIN ONE DAY OF THE PROGRAM

 You will be connected to audio using your computer's microphone and speakers. We strongly suggest you log-in a bit early and make sure your computer's sound is TURNED ON.

Close your browser and reopen it with just the webinar link or try a different browser. You may need to close all other applications and reboot you computer if you have not done so in a while.

FOR ILLINOIS EDUCATORS WE WILL PROVIDE INFORMATION OF HOW OUR COURSES MEET STANDARDS OF ISBE FOR YOU TO PRESENT TO YOUR DISTRICT TO GET CREDIT

A collaboration between Boone-WinnebagoRegional Office of Education-.has been established and PDCs will soon be offered for our courses.

24 7 or LMS courses mean these are courses that can be accessed at any time...

 

 

Bilingual Speech Language Evaluations

Details how to, sections you should have in a bilingual educational evaluation. Highly recommended for all professionals working with CLD children.

Reviews have been positive as to user friendliness and versatility.

Language Develoment in the young Second Language Learner of English

 

This book focuses on early childhood bilingualism and second language learning in young children 0 to 6 years of age. Through the development of personal vignettes and short anecdotes, the author develops and demonstrates how an understanding of second language learning assists the practitioner and parent in unraveling the maze and enigma of the journey of second language learning itself. It is also intended to aid the reader in the understanding of how to best meet the educational needs of these young second language learners.

 

SLLLC PARENT e BOOK

In my work as a bilingual bicultural speech language pathologist, I have yet to meet a parent whom regretted raising their child to be bilingual. However, I have heard many, many stories of regret and disappointment from parents who did not make this choice. My hope and prayer in preparing this concise, pragmatic, and practical booklet is that you will use it as a guide for offering your children the gift of speaking more than one language and doing so with ease.

 

 

   
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