摘要:

The purpose of inclusion for children with language-learning disabilities (LLD) is to provide integrated educational opportunities within the general education classroom. Inclusion and practices related to inclusion require collaboration among regular educators, special educators, speech-language pathologists, and families. This article distinguishes between full inclusion and optional inclusion, reviews studies on the outcomes of inclusion, describes a university-school partnership model for educational restructuring, and outlines six reasons why innovative changes, such as inclusion and integrated learning, are often difficult to sustain. This background frames the experiences of an educational team with a continuous progress, inclusion model for students with a LLD. The team consists of a regular educator, a speech-language pathologist, and a teacher of specific learning disabilities. Their story demonstrates the importance of flexibility in adapting inclusion models and the necessity for maintaining classroom partnerships for uniting research with practice.

ISSN:0271-8294    

出版商:OVID    

年代:1999

数据来源: OVID

摘要:

An inclusion classroom is proposed as a service delivery model for children with severe intelligibility problems (often diagnosed as developmental apraxia of speech or DAS). This full-day year-round kindergarten classroom was developed through a partnership involving university faculty and school district personnel interested in the assessment and treatment options for these children. The classroom is unique in that it pairs children with phonological disorders with individuals who have speech and language behaviors that are typically developing. In addition, a speech-language pathologist is teamed with a regular kindergarten teacher for instructional purposes. Academic information is presented along with activities designed to improve speech production capabilities. This article first discusses clinical issues associated with identifying and treating DAS. Then aspects of program development are presented, including the successes and areas for improvement identified since this classroom's existence.

ISSN:0271-8294    

出版商:OVID    

年代:1999

数据来源: OVID

摘要:

The Vermont Interdisciplinary Leadership Education for Health Professionals (VT-ILEHP) Program has developed a family-centered, interdisciplinary, community-based assessment and consultation process to serve children with special needs and their families. Speech-language pathologists (SLPs) and audiologists are part of VT-ILEHP's interdisciplinary team that includes 11 disciplines. This article explores three specific aspects of the community-based assessment and consultation process: (1) the intake process; (2) assessment in the community; and (3) dissemination of information through an interdisciplinary report, follow-up meeting in the community and resource notebook. These aspects of the program demonstrate the application of family-centered and interdisciplinary principles. The focus for training service providers and providing service delivery emphasizes interprofessional collaboration and practice. Implications are provided for the future preparation of SLPs and audiologists, at both a graduate and postgraduate level, who will be serving children with complex health needs and their families.

ISSN:0271-8294    

出版商:OVID    

年代:1999

数据来源: OVID

摘要:

This article builds an argument for broadening the way educators and speech-language pathologists (SLPs) evaluate children's narratives by presenting two approaches to narrative analysis: content and event analyses. Both analyses are applied to the cultural and social knowledge underlying narrative production in three African American preschoolers. Results suggest that use of alternative approaches broadens understanding of the repertoire of narrative structures among African American children. Finally, suggestions are offered for building collaborative bridges from home to school culture to enhance emergent literacy among preschoolers.

ISSN:0271-8294    

出版商:OVID    

年代:1999

数据来源: OVID

摘要:

The role computer technology will play in the provision of intervention services to young children with communication disorders depends on providing information that demonstrates its impact. The ways that computer software are consistent with general guidelines for providing effective and efficient intervention are discussed. In addition, some types of computer software are adaptable to cooperative intervention approaches with parents and early childhood educators. Some of the beneficial characteristics of computer software to consider are developmental appropriateness, features that increase motivation and attention, and consistency with children's approaches to learning. The potential usefulness of computer software in intervention is illustrated with examples from a child with delays in language and reading.

ISSN:0271-8294    

出版商:OVID    

年代:1999

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:1999

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:1999

数据来源: OVID