~ Training and Materials ~
This course provides school-based speech-language pathologists with general methods for collaborating with the classroom teacher to improve communication skills in the classroom for children with speech and language disorders. Participants will learn 10 strategies that provide a framework for classroom teachers to modify their instruction to better support children with speech and language disorders. Participants will be guided to develop a personalized, customized action plan (CAP).
This brief course focuses on improving the partnership between the SLP and teacher. Empowering the teacher encourages them to be able to use the techniques that the SLP has identified as most appropriate for helping students. The general methods discussed are based on best practices for service delivery, interprofessional collaboration, and education change. Course contents address solutions to challenges such as: (1) aligning intervention to curriculum standards; (2) mandates for better accountability and outcomes; (3) the increasing numbers of students with complex disabilities; (4) mandates for alternative approaches to service delivery; and (5) personnel shortages. Offered for 0.15 ASHA CEUs – 1.5 contact hours.
Run Time: 1:40:49
Includes FREE downloadable materials for immediate implementation!
The content of this online CE course does not focus exclusively on any specific proprietary product or service. Presenter financial and non-financial disclosures may be found in the Presenter & Disclosures area.
Video PowerPoint presentation with author narration & downloadable handout.
Jean Blosser, EdD, CCC-SLP, is passionate about creating systems in our schools that ensure therapists and educators provide high-quality, outcomes-based services for children with disabilities. To Jean, collaboration is essential! Jean is an entrepreneur, professor, innovator, author, teacher, researcher, and leader in school-based services. She has held leadership positions in schools, universities, professional organizations, and business. Throughout her career, she has mentored hundreds of aspiring school-based therapists, encouraging them to be innovative, to coach, and to collaborate with their education partners and families, to make services educationally relevant and meaningful to children so they can participate and succeed in their classrooms.
As President of Creative Strategies for Special Education, she provides consulting services nationally to K-12 schools, universities, health care agencies, state departments of education, and professional associations. She loves engaging in training activities, strategic planning, program design/development/management, strategies for mentoring new professionals, and innovative instruction and intervention services for children with learning and communication disabilities.
Much of her work has focused on developing a unique, systematic approach for planning and delivering collaborative therapy services and improving student outcomes. Jean’s publications include numerous books, chapters, articles, clinical products, and resources for related services professionals, teachers, and parents including School Programs in Speech-Language Pathology: Organization and Service Delivery; Outcomes Matter in School Service Delivery; Speech Remediation: A Parents’ Guide to Understanding and Helping; Let’s Talk and Listen Today: Calendars of Daily Activities for Teaching Talking and Listening Skills; and Integrating the Core Curriculum into Service Delivery. She has been named a Fellow of The American Speech-Language-Hearing Association, the American Council on Education, and The Ohio Speech and Hearing Association.
Financial — Jean Blosser is a presenter of online CE courses offered by Northern Speech Services; receives royalty payments.
Financial — Jean Blosser is the President of Creative Strategies for Special Education; ownership interests.
Financial — Jean Blosser is the author of School Programs in Speech-Language Pathology: Organization and Service Delivery published by Plural Publishing; receives royalty payments.
Nonfinancial — Jean Blosser has no relevant nonfinancial disclosures.
This program is offered for 0.15 ASHA CEUs (Intermediate Level; Professional Area).
ASHA CEUs: NSS online courses are registered with ASHA and are offered for ASHA CEUs. The number of ASHA CEUs is noted above. Note that 0.1 ASHA CEU = 1 contact hour = equals 1 CEE.
ASHA CE Registry: During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.
ASHA CEUs: Attendees must meet at least one of the following conditions in order to be eligible to earn ASHA CEUs:
If an attendee is not an ASHA member or CCC holder but meets any of the above criteria, they may inform the ASHA CE Registry of their eligibility by visiting this site.
Licensing Boards: Most state licensing boards DO accept CEUs earned online (usually classified as home-study credits). Some state boards do, however, place a limit to the number of credits that can be earned via home study/online courses. For the most current information, we suggest that you contact your licensing board or agency to verify acceptance policies and/or any credit limits related to home-study courses prior to registering for this course.
Additional accrediting agencies by which Northern Speech is an approved CE provider:
Course Completion Timeframe:
You have unlimited time to complete our online courses. You may log off and log on as often as you’d like to in order to complete all sections of a course.
However, completion dates are based on Eastern Standard Time. Therefore, if you need your CEUs by a certain date, be sure to complete the course test before 11:59pm EST on that date. For example, if you need CEUs before January 1st, you will need to complete the course test before 11:59pm EST on December 31st.
Access to course materials and content does not expire, even after completing the post test. You may continue to review course material by logging into your NSS account, clicking the My Online Courses tab, and then viewing your desired course.
Certificate of Completion:
On successful completion of the post test (80%), a certificate will be immediately available for download and/or printing. This certificate will include your name, date of completion (based on Eastern Time Zone, USA/Canada), and number of contact hours (CEUs / CEEs). Please note that CEUs are awarded on the date of successful test completion, not the date of course enrollment. Please ensure that you successfully complete the post test prior to any licensure renewal dates.
ASHA CE Registry Submission:
During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.
Purchase orders are currently not accepted for online orders, if you wish to submit a purchase order please do so at firstname.lastname@example.org or fax to 888-696-9655.
What is an Online Course?
Our Online Courses consist of video, audio, and/or text content and are offered for ASHA CEUs. Unlike a webinar, which requires participants to be logged on and at a computer at specific times, our Online Courses are available to you at any time, from any device, via your NorthernSpeech.com online account. You may work at your own pace and start and stop your course as you wish. Your course will conclude with a short post test. On successful completion of the post test (>80%), a printable certificate of completion is presented to you.
Northern Speech is an ASHA CE Provider and our online courses are registered with ASHA and offered for ASHA CEUs. Please note that successful completion of the online post test is required prior to the awarding of CEUs. Please contact your state licensing board for acceptance policies related to CEUs earned online. Please note that courses offered for university students are not applicable for CEUs.
Registering for an online course:
You may browse all online courses by clicking the Continuing Education tab above, then Online Courses. Once you find a course, click Enroll Now, and you will be asked to either log into your existing Northern Speech account or create a new online account. Once you’ve entered your account information and provided your credit card payment, your course will be immediately available to you.
Accessing your purchased course or returning to a purchased course:
You will be able to access your online course by logging into your Northern Speech account and then clicking the My Online Courses tab on your profile screen. Click the course you would like to start or to resume. From there, proceed through the course sections until you are ready to complete the post test. You do not have to complete your course all at once. You may log on and off as you wish.
Each online course concludes with a post test consisting of multiple choice or true & false questions. Scores of 80% or greater are required for successful course completion and awarding of CEUs. You may revisit course materials and retest as needed to achieve a passing score.
Number of CEUs offered:
We offer courses from 1 to 21 contact hours. Each course will note the number of CEUs offered. Please note that 0.1 CEU = 1 contact hour = 1 CEE.
State licensing boards and online CEUs:
NSS is an ASHA CE Provider and most state licensing boards DO accept ASHA CEUs earned online (usually classified as home-study credits). Some boards do, however, place a limit to the number of CEUs that can be earned via home study/online courses. For the most current information, we suggest that you contact your licensing board or agency to verify acceptance policies and/or any CEU limits related to home-study courses prior to enrolling in an online course.
Our course formats include: text, audio, video, and PowerPoint with author narration. Each course will note the format on the course description page. Most courses include closed captioning.
Most of our online courses provide a link to download the accompanying handout as a PDF file.
Groups of 3 or more are eligible for a 20% discount on each registration on most of our online courses. To receive this discount, registrations need to be processed together via the "Group Rates" tab on the Online Course of your choice.
For our online courses to function best, we recommend that you update your computer to include the newest version of your Internet browser (Safari, Chrome, Firefox, Edge, Internet Explorer, etc.) and newest version of your computer's operating system. Also a high-speed Internet connection is recommended (cable or DSL). Speakers or headphones will be required for many of our courses as many contain audio components.
Course Cancellation Policy:
A purchased online course can be exchanged, refunded, or transferred to another individual if contact is made with NSS (via phone or email) within 30 days of purchase and the course materials have not been viewed or downloaded.
Please click here for any special needs requests, and we will do our best to accommodate them.
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"It was very helpful to learn the different strategies the SLP can give a teacher to help improve her instruction to students with impaired abilities." C.L. (Dec. 2021)
"The topic of this online course is extremely important. The classroom teacher is with a student for a longer period of time, and therefore will be able to provide important information regarding various aspects of the child's functioning. What I liked best about this Online Course was the ease in which I am able to relate all aspects of this presentation to my school-based therapy sessions." I.G. (Nov. 2021)
"The topic i found beneficial was what areas to discuss with the teacher. I liked the section on the teacher's self-evaluation of their own communication skills in the classroom." T.L. (Sept. 2021)
"The visuals of classroom communication demends and expectations will be helpful to share with teammates. The review of best teaching/communication strategies for supporting language comprehension was good." A.F. (July 2021)
“There were so many points! One specific topic I really appreciated, was how you benefit from collaborating with teachers, over 1:1 instruction with students. Also, the point about working with teachers = amount, frequency, intensity.” – K.K. (Nov. 2020)
“The presenter provided specific tools and interventions for collaborating with teachers and identifying areas to enhance the success of students.” – S.W. (Oct. 2020)
“ I enjoyed the discussion on how to initiate a conversation with the teacher for collaboration within the classroom setting. I also liked the alignment of the core curriculum. The handouts and examples given for how to implement strategies within the classroom setting were very helpful.” – T.M. (Aug. 2020)
"The teacher chat and classroom observation sections were helpful. I did not realize that it was possible to obtain that much information from those two areas. This course was very informative and I liked the example of the success story with collaboration being used through the coaching of 4 reading teachers. I also liked the teacher forms." – D.E. (May 2020)
“I appreciated learning what is and is not within the scope of practice of a school-based SLP regarding teacher collaboration. The course was very straightforward.” – K.J. (Mar. 2020)
"I liked the list of functional classroom communication skills. The teacher self evaluation was the most helpful." – K.P. (Feb. 2020)
"The presenter was easy to listen to and gave good examples. I liked the handouts that I could use with teachers right away." – H.H. (Jan. 2020)
"I liked the practical steps listed and forms provided." – J.L. (Dec. 2019)
"I appreciated the discussion on building relationships for more quality and quantity of intervention." – J.Z. (Nov. 2019)
"I liked the specific information on how to collaborate best and what we gain for this meeting with teachers. Going over the ways to specifically collaborate - teacher therapist chat - was most beneficial." – M.E. (Oct. 2019)
"The examples Jean Blosser provided to conduct the teacher chat and teacher's self-assessments were especially helpful in making the collaboration process more immediately applicable in my current setting." – A.M. (Oct. 2019)
"This course outlines the realities of moving from a traditional SLP role in the school environment to the SLP and the classroom teacher partnership and how to facilitate this change." – S.L. (Aug. 2019)
"I liked the way it was organized. It made sense and was easy to follow. You could see yourself in the classroom with the teacher working together. I would love more from this dynamic teacher. She is a great resource." – S.R. (Aug. 2019)
"The classroom observation guide was very detailed and informative. Gave some points to discuss and how to approach teachers. Provided important points to remember as collaboration is being stressed at my school." – S.P. (Aug. 2019)
"I enjoyed the practical and easy discussion points of limiting humor, slowing rate of speech, etc. The examples provided were easy to implement. I was hoping for more examples according to specific diagnosis - this course was very general - which was nice, but I was hoping for more." – A.F. (Aug. 2019)
"I liked the visual checklists for observation. I expected some more specifically described example strategies teachers can use for different activities in class with resources that have been used by some teachers which were very helpful." – K.T. (July 2019)
"The discussion around what to observe in the classroom setting and the idea of using a collaborative approach with teachers was most beneficial. I loved the pace of the course. Jean's pace of speech was perfect, not too fast and therefore made it very easy to follow." – S.K. (June 2019)
"The handouts and pace of this course are great! I found the course very easy to follow and apply to real-life situations" – S.K. (May 2019)
"I liked the handouts! I also enjoyed the discussion on having teacher 'chats' and strategies for presenting classroom modifications to teachers." – H.M. (Apr. 2019)
"I appreciated the section on observing a student's classroom expectations and demands as it's essential to understanding their needs to improve learning outcomes. I liked the great examples." – D.T.B. (Mar. 2019)
"I liked the 'Teacher Chat' form to help improve my understanding of the concerns of the teacher. It is a nice organized form so that I can discuss a lot of topics with them without forgetting any areas." – D.H. (Mar. 2019)
"I like that I can use the content immediately and that I have new ways to collaborate with teachers." – M.F. (Feb. 2019)
"Very easy to follow the speaker and a very interesting topic. I enjoyed learning how to collaborate with teachers to assist students with communication disorders" – L.K. (Jan. 2019)
"I liked how the presenter went over her forms and how to implement them with teachers." – A.A. (Dec. 2018)
"I liked the teamwork approach for developing mutual goals in identifying, modifying and assessing a student's communication needs and progress in relation to the learning environment & SLP/classroom teacher techniques/tools for engagement and what effects it can have on improving the student's self-confidence and functional behaviors." – S.S. (Dec. 2018)
"I liked the simple and useful checklist as well as taking into consideration the teacher's style of teaching." – S.G. (Nov. 2018)
"Learning what SLPs can and cannot do in the classroom was helpful." – J.F. (Oct. 2018)
"I think it's great to review what is in our scope of practice so we aren't stepping on teacher's toes. We need them to work with us and feel comfortable doing so." – B.F. (Oct. 2018)
"The information was very practical and I also appreciate the tools to download that I can use with my teachers." – J.P. (Sept. 2018)
"The checklists given are amazing. I can use them with my teachers to collaborate more." – G.M. (July 2018)
"I appreciated the recommended strategies for modifying instructional communication. I liked the forms and explanations on how to use them." – D.H. (Apr. 2018)
"I think it was helpful to have the forms available during the presentation to understand areas that could be a focus when collaborating with a teacher. I think it helps as a guide to know areas of strengths and weaknesses of certain students." – D.S. (Apr. 2018)
"The Teacher Chat Segment was most beneficial. I liked the practical suggestions for collaborating more successfully with teachers." – A.B. (Dec. 2017)
"I enjoyed the specific techniques for classroom observations and the teacher's self-assessment of instructional/communication style. I liked the handouts and questionnaires that I can use during my classroom collaboration with teachers." – K.F. (Nov. 2017)
"I appreciated the strategies to recommend to teachers. This course was very relevant to my caseload." – S.R. (Nov. 2017)
"I thought the course was great! A lot of information packed into a short course! This course fully met my expectations!" – J.D. (Oct. 2017)
"I loved the simple suggestions for collaborating with the classroom teachers. The handouts were also helpful. It covered a lot of information, but it was described in a clear manner." – J.B. (Oct. 2017)
"What I found to be most valuable was the suggestion that teachers are given one technique to try at a time. What a great idea to keep from overwhelming teachers! The tools provided by the presenter will be useful - the Teacher Chat form, the Classroom Observation Guide, and the Teacher Self-Assessment." – P.D. (Oct. 2017)
"The discussion of the scope of SLP to coach teachers to implement instructional communication was beneficial. I liked the list of strategies for classroom teacher from the SLP." – L.A. (Oct. 2017)
"I appreciated the ways to change communication styles as well as the handouts and examples." – J.E. (June 2017)