Speech and Language
All Greenwood students work to develop their ability to communicate using language. In addition to classwork involving reading, writing and spelling, we encourage students to participate in public speaking. We have found this to be invaluable for developing poise and self-confidence. All graduates and a large percentage of other students recite the Gettysburg Address to parents and the school community each spring. Graduating students also present their research projects to the whole school, and those who run for Student Council compose and deliver political speeches.
Some students have expressive and/or receptive difficulties which interfere with all aspects of language processing, from the classroom to the sports field. For these students Greenwood offers sessions with a speech and language pathologist. These sessions cover such areas as:
- Phonological awareness
- Articulation
- Listening and comprehension
- Expressive language organization and syntax
- Word finding
- Vocabulary development
Greenwood recognizes that it is important and necessary to identify these language processing and oral expression difficulties and provide appropriate remedial services that are integrated with the academic program. For that reason, we employ a credentialed speech and language pathologist to provide instruction for students with these difficulties. In addition, the speech and language pathologist consults with classroom teachers so that each participating student will receive the full benefit of the program.
Social Pragmatics
It is important to recognize the many facets of social communication, including facial expression, physical and social position vis-à-vis others, voice tone, cadence of speech, body position, location and movement in and through space, conversational pace and intensity, group dynamics, etc. Most of us take for granted our understanding of these nuances and social rules. Students with language-based processing and attentional issues often have difficulty in the social realm as well. Even if these students have not experienced social problems, some miss a great deal of the richness of social interactions.
The ability to understand and modify our behavior and choices based on our comprehension of complex interactions is called social pragmatics. Since many Greenwood students need support in this area, the school has designed a program to teach students these elements of social language, complementing the language-based learning instruction that is the core of our mission.
All Greenwood students meet in small groups once each week for a social pragmatics class. Here they learn effective strategies for creative problem solving. These classes also provide a forum for resolving interpersonal and community conflicts and for improving social interactions.
Those students who are identified with greater needs in this area may receive additional one-on-one or small group coaching. The pragmatics teacher identifies areas where a student doesn't seem to "get it" or where he gets confused in his social interactions, and then designs a program for that student. Common aspects of this work are clarifying the social meanings involved in different interactions, and providing the student with a safe and supportive opportunity to practice social behavior which will enable him to communicate with others more directly and clearly.
Occupational Therapy
Some Greenwood students have weaknesses in sensory motor areas that can interfere with their academic success. Greenwood offers screenings, evaluation and treatment for these students with our certified Occupational Therapist. In addition, the OT specialist advises classroom teachers on strategies to work with these students most effectively. Areas of focus might include:
- Visual perceptual non-motor skills
(problems with math and/or reading, difficulty discriminating shapes, letters, details, visual sequential memory, cannot do puzzles appropriate for age, frequent letter/number reversals, etc.)
- Fine motor skills
(strength, speed and dexterity and bilateral integration needed for written work, typing, art, use of tools in Village classes or with meals, e.g. utilizing utensils correctly and safely)
- Physical task skills
(using a stapler, gluing, folding paper, performing card game tasks, molding/shaping clay, and activities of daily living, e.g. hygiene, dressing)
- Visual motor integration skills
(handwriting, leisure activities, ball sports, Village classes, art, etc. – where eye/hand coordination is needed to progress to the next skill level)
- Handwriting/written work skills
(for all classroom work for legibility, speed and production to keep up with peers)
- Gross motor skills
(strength, coordination, muscle tone, crossing the midline, postural stability for desk work, ability to use each hand at the same time for different purposes, e.g. math performance, stabilizing materials and using the other hand to saw a piece of wood in Village class, and gym/sports activities including but not limited to the student's ability to throw/catch a ball)
- Oculomotor skills and visual tracking/scanning
(difficulty copying information/ loses place when typing/reading, ball sports, etc.)
- Sensory Processing
(the ability to process environmental stimuli and to make an adaptive response, e.g. dislikes being touched, has trouble keeping hands to self, avoids certain tastes/clothing textures, avoids activities that challenge balance)
- Cognitive-behavioral skills
(task completion, level of arousal for given task, peer interaction, e.g. has trouble organizing materials, short attention span, cannot accept feedback)
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