Children can self- evaluate. Given enough opportunities and structure, children become very comfortable evaluating their own performance, and they do so accurately. In the early stages of this process, some kids are entirely negative about themselves and their speech. They may not be ready to self-evaluate. Other children have very low levels of self-awareness as far as the physical and acoustic aspects of their speech.
Children mix well.
I have been amazed at how, when grouped, children who are diverse in size, age, cultural background and cognitive ability, will find their common ground. They appreciate us providing snacks they like, and it seems to be a great transition from school to therapy. The discussion that takes place during opening snack time can help shape the session that follows. Children love to create. As long as we create a substantial amount of structure, providing examples, materials, and basic ideas, the kids come up with some fantastic results.