16th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
February 26-28, 2017 • Atlanta, GA
| Making a Connection Between Gross Motor and Language Development
Making a Connection Between Gross Motor and Language Development
It is our goal as educators and early intervention specialists, to ensure that language instruction is taking place in the most natural environment for our students. We know that the preschool aged brain learns best through playing. Therefore, language instruction should be play based with specific goals and targets in mind. Gross motor type activities are a specific piece of preschool play that is often left out due to constraints on time, space and materials. However, gross motor activities are an important part of a preschooler’s day and these gross motor activities can be used to target language and audition goals. This presentation will outline how to plan activities, target language goals and audition goals aligned with the Auditory Learning Guide (Simser, J.I.,1993) for gross motor-based language instruction. I believe that this information will help caregivers and early intervention specialists to maximize language development through typical preschool activities.
- The importance of play in preschool language development.
- Gross motor milestones for birth-five population
- Examples of several ways to incorporate language and audition goals into gross motor activities
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Presenters/Authors
Kasie LeBlanc
(), Center for Hearing and Speech, kleblanc@centerhearingandspeech.org;
I have a Masters of Science in Deaf Education from Washington University in St. Louis, Missouri. My studies focused on teaching children who are deaf or hard of hearing listening and spoken language skills. I have three years of teaching experience between The New Orleans Oral School in New Orleans, LA and The Center for Hearing and Speech in Houston, TX. I have taught students, ages 3-7, listening and spoken language skills, reading, math, and writing. I have a strong passion for ensuring that students are ready to integrate into mainstream classrooms and successfully interact with their peers.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.