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Powell County Schools
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Powell County Schools
Course Syllabus
Speech-Language Pathology
Jama Preston


Speech Philosophy:  All communication disabilities occur somewhere along a continuum from adequate at one extreme to inadequate at the other; from mild developmental delays through more significant deviations to severe disorders that demand intensive clinical/educational intervention.


The diagnosis of a speech problem in and of itself is not justification for the direct remedial services of a Speech-Language Pathologist.  Establishment of pupil eligibility for various program delivery services should include consideration of factors in two broad areas:

  1. The severity of the pupil’s communication deficit(s) in regards to the impact of negative/adverse affects on present and future personal, social and educational performance.
  2. The prognosis of improvement resulting from the type(s) of services available.

To this end the ultimate goal of every Speech-Language Pathologist should never be to just remediate the deficit, but rather to increase the individual’s ability to communicate with such effectiveness that he/she will not only function in society, but will perform as equals along side their peers and colleagues.


Grade Level: Pre-school, K-5, 6-8, 9-12


Course: Speech/Language Pathology


Prerequisite(s) For Course: Delayed or disordered in speech sound production and use, language, voice and/or fluency.


Topics To Be Covered: Auditory discrimination, distinctive features, sound productions, receptive language, expressive language, language concepts, fluency training, self-monitoring skills, carry-over skills, vocal rehabilitation, vocal misuse and abuse, phonological disorders.


Order Of Materials To Be Covered: Determined by the type and severity of the delay/disorder and the degree to which it adversely affects the student’s educational performance, be it socially, emotional, academically, and/ or vocationally.  An example for an articulation student may be as follows:

  1. Ear Training
  2. Distinctive Features
  3. Sound Production
  4. Carry-over Skills

When the delay/disorder involves language, it is always better to use classroom materials as much as possible.  It allows the student to better understand the importance of speech-language therapy, as well as improving their overall performance by allowing learned skills to be carried over into the classroom and eventually generalized across all settings.


Planned Testing Points:

  1. Speech Sound Production and Use- Any standardized articulation assessment that renders a score, which falls below the 9th. Percentile rank, two observations, 1-2 interviews with teachers and/or parents, hearing screening and oral musculature examination.
  2. Language- Any standardized broad-based assessment, specific area language assessment for area(s) of concern or criterion referenced assessment, two observations and 1-2 interviews.
  3. Fluency- Standardized assessment which determines the type and frequency of dysfluencies, two observations and interviews.
  4. Voice- Must be assessed by and Ear, Nose, Throat doctor and therapy is determined by the diagnosis.


Students are evaluated after being either referred or scoring below that expected for their age/grade level on a communication screening.


Students enrolled in the Speech-Language program are re-evaluated every three years to determine progress and eligibility for continued services.


Performance Standards and Expectations: Performance standards are set just above a student’s ability level, the rational being to maximize upon a student’s strengths in order to help decrease his/her weaknesses.


Dismissal from the Speech-Language program is based upon assessment data that supports the achievement of annual goals and short-term objectives, progress data, determination of appropriate compensatory behaviors being achieved, benefit from continued services, interference with educational performance and need.



Classroom Rules: Students are expected to comply with all school rules and come to class prepared to work and learn. Students must adhere to the following:

  1. Always bring paper, pencil, homework assignments when appropriate, texts from the general education curriculum when appropriate/ requested, etc…
  2. Be respectful of other’s space, time, materials, thoughts/ ideas and talking time. Do not interrupt peers/ teacher. Disrespectful language, bullying or harassment of any kind will not be tolerated.
  3. Participate in all activities.
  4. Practice learned skills outside of the therapy room.



Speech-Language Schedule: Students will receive speech and/ or language services/ therapy in accordance with their IEP’s.  Scheduled session times and dates may alter slightly to comply with the multiple ARC’s I am expected to attend weekly.  If an ARC for another student is scheduled at the time of your child’s therapy session, his/ her time WILL be made-up at some point during the week, though they may be in a different group than usual.  If an ARC is scheduled for your child at any time during the week, the meeting will take the place of his/ her scheduled therapy session. If your child is absent on the day of his/ her session a make-up session cannot be guaranteed.  I will however, do my best to work with them, if at all possible, though they may again be working with a different group of students than they are accustomed.  If there are snow days, assembly programs, field trips, etc… or any combination thereof, session times will be changed or cancelled altogether. All students will receive therapy either in a group or individually.  If a student is not progressing as he/ she should, I reserve the right to work with him/ her individually (in accordance with their IEP) until adequate progress is made.


Concerning Progress: Though any number of difficulties (biological, neurological, psychological, developmental, etc…) can interfere with the amount of progress your child makes, participation and motivation are the keys to success.  Over the last two decades of working with students one thing has become abundantly clear.  If the child doesn’t care about his/ her speech and language skills, if they are not motivated to learn new methods and concepts and implement those into their daily lives through rigorous study/ practice routines in school and at home, they will not progress and therapy is futile.  All students are encouraged and expected to practice their learned skills outside of the speech room (several days a week) in order to make the necessary progress that will enable them to communicate, as much as possible, on a level commensurate with their same-age peers.



Contact Information: Please do not hesitate to contact me if you have any questions, comments or concerns:


E-mail: jama.preston@powell.kyschools.us

Phone: 1-606-663-3308