Overview
The national trend emphasized collaborative intervention within general education classrooms, where the impaired student can engage in extensive and meaningful verbal interactions with peers and teachers on a more regular basis. The need to integrate teachers, speech-language pathologists, and other school specialists in using the classroom context has given rise to the need for a written resource to use in combining the collaborative process with decision -making. This long-awaited book, an outgrowth of inservice training programs on collaborative language intervention, fills that need.
The book contains black-and-white illustrations.
Synopsis
The national trend emphasized collaborative intervention within general education classrooms, where the impaired student can engage in extensive and meaningful verbal interactions with peers and teachers on a more regular basis. The need to integrate teachers, speech-language pathologists, and other school specialists in using the classroom context has given rise to the need for a written resource to use in combining the collaborative process with decision -making. This long-awaited book, an outgrowth of inservice training programs on collaborative language intervention, fills that need.
Booknews
Growing out of inservice training programs, explains how speech- language pathologists and other specialists can be integrated into the general education classroom to provide collaborative intervention for children with speech and language disorders. Discusses how language disability affects overall school success, the needs of language impaired students, and changes in the delivery of speech-language services in school settings. Includes models, adapted lesson plans, assessment procedures, and other tools. Annotation c. by Book News, Inc., Portland, Or.