Fueled by educational reforms such as the Regular Education Initiative, the inclusion movement, and Goals 2000, speech and language pathologists (SLPs) have explored the use of collaborative consultation in providing integrated service delivery.
The implications of classroom-based services are discussed, along with models that have been adopted by SLPs, learning disabilities specialists (LDSs), and classroom teachers.
The characteristics of students served, and the areas of speech and language (i.e., language, articulation, fluency, voice) targeted in the classroom, are reviewed.
Ways in which SLPs, LDSs, and classroom teachers can collaborate, including collaborative assessment ; Individualized Education Program development ; teaching listening, speaking, reading, and writing skills ; and teaching students the language of the classroom, are described.
Mots-clés Pascal : Trouble apprentissage, Trouble langage, Pédagogie spéciale, Programme éducatif, Milieu scolaire, Environnement social, Organisation santé, Santé mentale, Enfant, Homme, Age préscolaire, Age scolaire, Adolescent
Mots-clés Pascal anglais : Learning disability, Language disorder, Special education, Educational schedule, School environment, Social environment, Public health organization, Mental health, Child, Human, Preschool age, School age, Adolescent
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 97-0389126
Code Inist : 002B18H05B. Création : 12/09/1997.