• My Philosophy of Education:

    As a Speech-Language Pathologist in an educational setting, I observe every student as an individual. I strive to structure my therapy activities in a way that promotes the student's strengths and preferences as well as provides an opportunity to teach a new skill while increasing their participation and motivation in a therapeutic way. It is my professional goal to focus on the areas that I am passionate about including, interprofessional team practice, person and family-centered therapy, and creating speech and language goals that focus on academic success and functional communication. I am passionate about collaboration among team members as I believe this increases the opportunities that students have to practice a newly learned skill. This allows for repeated exposure to language and communication goals and will likely have a positive impact in other academic and social areas as well. In addition, the integration of goals across disciplines lends itself to natural reduction of prompts and cues by allowing the student to learn the natural cues of those environments so that their learning is meaningful and more likely to be generalized.



    My Philosophy of Grading:

    Students at VVS receive marking period grades according to grade level, instructional level and/or teacher grading policy.  Students receiving speech therapy services do not receive a grade.  Speech therapy is a supportive service that assists the student with a disability to benefit from his/her education.  Speech therapy services address the student's annual goals that are developed from a team approach using evaluation data (including present level of performance), clinical observations and in consideration of the educational requirements of the student's academic program. During each quarter of the academic school year, the student who receives services is assessed on their annual goals and a written narrative is provided on their progress.  As a Speech-Language Pathologist, I use alternative assessment procedures including, parent and teacher interviews, developmental checklists, portfolio review, and classroom observations to gain specific information, make decisions regarding treatment and provide individualized recommendations. The integration of assessment and intervention within educational environments allows me to evaluate the relevant contexts in which a student requires the support of specific interventions to elicit the desired performance. Service delivery occurs within and outside of the classroom in collaboration with teachers and other professionals and is focused on skill building through teaching language-based strategies specific to their academic needs.


    Colleen Prendergast M.S. CCC-SLP

    Licensed Speech-Language Pathologist