Debunking Myths to Promote Collaboration With Military Families

Abstract

T onya is a Speech and Language Pathologist in an inclusive preschool center. Maurice is a new student with a bright smile who likes to play with his new friends and explore. Maurice was recently diagnosed with a language delay and found eligible for services. He and his parents, Myra and Michael, are new to the community. At the center, Tonya works with Maurice in small groups that focus on literacy development, as well as speech and language skills. Each week, Tonya sends home a newsletter highlighting activities that target new vocabulary, sounds, and articulation. She knows that practicing these skills with a secure caregiver can help a child become more confident, and that providing multiple opportunities both at school and at home can increase the likelihood of skill acquisition. Maurice is making some progress; however, Tonya still has a few concerns. She shared her concerns with her colleague, Sammie: "Maurice is not making gains as I had hoped and I am not sure that the activities and exercises I send home are even being completed!" Tonya also shared that she was unsuccessful in reaching the family in an effort to collaborate to support Maurice's needs. Sammie informed Tonya that Maurice's father, Michael, is currently deployed as an active duty military member 856015Y ECXXX10.