About SLCD

School for Language and Communication Development is an Approved K-12 School

Executive Director: Dr. Ellenmorris Tiegerman
Director: Dr. Christine Radziewicz

"Language is the key to all learning. "

SLCD uses the Tiegerman Language Model (TLM), a ground-breaking educational program that gives children the gift of language. The TLM principles are (1) Teach Language First and (2) Learn Language Through Language.

"Children with language disorders have neurological deficits. We cannot go into a child's head and adjust his neurons.
We can do something about the fact that the child is not talking. We can provide him with the right teacher, the right setting,
and the right curriculum so that he has the best opportunity to learn."
Dr. Tiegerman

Language creates a road map of interconnections in a child's brain. This complex "highway" system is the roadway for children's thoughts. The more sophisticated the "highway" system, the more complex children's spoken and written language skills. Language changes the structure and functioning of children's brains.

Children with language disorders are distinctively different learners. Their stylistic learning differences become more of a problem as they struggle to talk and then try to read and write. Regular education assumes that children can listen to a teacher who is writing on a chalk board, follow her directions and complete an assignment with 25 typical peers. Our children cannot do these things without specialized instruction, supports and modifications. Children with language disorders often become more frustrated about their problems and fall further behind as they get older. The dropout rate for children with disabilities is high in New York State. Today, schools assume that children must "keep up" and "fit in." Our children do not learn without a "tailored program; they need a specialized program" - that is why they have language disorders.

"Why set-up a child for failure? At SLCD, we want to give children the required skills to compete and to feel good about themselves."

It is SLCD's overall goal to strengthen each child's language skills to prepare him for the transition back to a local school district.  We believe that language is the key to a child's creativity, self-expression and academic achievement.  SLCD's educational and therapeutic staff work collaboratively to coordinate goals and activities in the classroom which link language to every objective within the curriculum.

 "A child who cannot talk cannot socialize; he is alone and isolated."

SLCD uses an eclectic array of related services to create a stimulating learning environment which fosters the development of communication and language skills through teacher and student directed interaction. Peer facilitated learning and socialization are important components of student development. SLCD utilizes a strengths based approach based on an ecological model which contributes to student and family self-determination. Finally, parent training is an integral part of all of SLCD's programs and services. Parents are expected to attend training classes and observe their children on SLCD's closed circuit video system. The success of our students is based on the school-home partnership. At SLCD, we believe that parents are facilitators and must be knowledgable about their children's problems and programming. SLCD's vocabulary and homework programs are data driven research projects.

"We want to give our children a voice."

Our program offers a comprehensive transdisciplinary program based on a general education curriculum and New York State Learning Standards for children with language and autism spectrum disorders. We have high academic expectations for our children. We strive for educational excellence but students need a strong language foundation to achieve success. Finally, our students attend an extended day program and wear uniforms.

"Our classrooms create a culture of learning with all children participating in a society of learners."