Each video has an individual transcript in that language in the description for that particular video.
Category: Special Education
Special Education refers to educational supports with the aim of allowing children with special needs to meet standards applied to children in the general education population. This can include small group instruction, an extra special education teacher, counseling, speech and language therapy, etc. These children may have specific learning, developmental, behavioral, communication, etc. needs.
Narrative Stories- Amharic Version
The transcript for this video in Amharic is in the process of being created and will be posted as soon as possible.
Law and Policy: Use of Standardized Scores for Culturally and Linguistically Diverse Children ages 3-21
NYS- ells-disabilities-standard-scores-december-2014.pdf
This is a special education field advisory that was released in December, 2014. It details the use of standardized scores with culturally and linguistically diverse children. Read More
Reading Development Module 1: What does it mean to know a language?
Stephanie Downey Toledo is a bilingual speech language pathologist in New York City as well as a professor at Teachers College, Columbia University. She has collaborated with the LEADERS project on this module series and others.
Test Review: CELF-5
The Clinical Evaluation of Language Fundamentals (CELF-5) was designed to assess a student’s language and communication skills in a variety of contexts, determine the presence of a language disorder, describe the nature of the language disorder, and plan for intervention or treatment.
International Resources: Augmentative and Alternative Communication (AAC) Approaches Pamphlet
internaAAC Pamphlet Ghana.pdf
This pamphlet was created for a professional development retreat in Ghana, West Africa, by Dr. Cate Crowley, Lindsay Milgram, El’licia Price and the TC SLP Ghana team. It offers several augmentative and alternative communication (AAC) strategies that have been adapted for people with communication disabilities in Ghana, and have been implemented successfully there and in other countries in Africa to facilitate their participation at home, in school and in the community. Read More
Ghana January 2014: Learning and exploring with colleagues and students in Effiduase
Today we spent the morning at Effiduase School, a unit school in which Belinda works. TC has been working with Belinda, a teacher of students with disabilities, for the past 7 years. Her class was comprised of 45 students ranging from age 3 to 22, all with a range of disabilities. We were all beaming as we walked into Belinda’s classroom. All of the supplies that TC has donated over the years were seen throughout the classroom and were being utilized! The opportunity that we were given to co-teach with Belinda was an invigorating experience–the students remained engaged throughout the lessons, and were excited to learn. We were all in awe of Belinda’s expertise as a teacher.
We also went to the local market with the students. There, they showed us how they use their AAC market cards to buy goods. It was amazing to see the market women recognize and engage with the students in an extremely friendly manner.
After we left Effiduase, we added to our cultural experience by watching traditional kente cloth weaving, natural ink extraction, and wood carving. We also stumbled a upon a traditional Muslim funeral which we couldn’t pass up. Funerals in Ghana tend to be a large celebration open to the public, and an all day event! We were warmly welcomed and included, and we were even asked to dance a traditional Ashanti dance in front of the everyone there.
Later in the evening, Belinda came and spoke to our class about the challenges she has faced while pursuing a career in special education in Ghana, and the process of starting a unit school in this community. Belinda’s dedication to her students and to the field of special education has improved the the lives of many despite the prevalent cultural taboos that still exist in Ghana.
Thanks to Katie Mosher for the post.
Ghana January 2014: Welcomed to Tamale by students and teachers
Our day started dark and early at around 4am. We headed to the airport at Accra to catch our flight to Tamale. When we arrived we were all pleasantly surprised that we had escaped the humidity that we had been growing accustomed to in Accra. Unlike other regions we have visited on the trip so far, Tamale is more like what we expected Ghana to be like. We saw dry desert lands with scarce vegetation. According to George, it is common to see wild life in this more northern region of Ghana.
