Collaboration and Inclusion: Multiple Perspectives, One Focus
Participate in a clinical forum encompassing six articles that offer different perspectives concerning who should be in the inclusionary classroom, when intervention should take place, and how that intervention should be implemented. Explain the roles and responsibilities of SLPs providing services for children with communication impairments in inclusionary classrooms and define ways to maintain a therapeutic focus in collaborative classroom intervention.
You will be able to:
- explain the roles and responsibilities of SLPs providing services for children with communication impairments in inclusionary school settings
- define ways school-based SLPs can maintain a therapeutic focus in collaborative classroom intervention
- discuss research and theory on discourse scaffolding to assess the instructional quality necessary to support the learning needs of students with language learning disabilities
- discuss the use of social behavior and language profiles of students to support their success in cooperative group interactions within the classroom setting
- explain how a guided inquiry framework could be used to develop students’ self-regulated learning in classroom content areas
- describe ways to develop research-to-practice partnerships within the school setting to determine intervention needs for students who are at risk for language learning challenges
View the Table of Contents [PDF]
Instructor Disclosure: Not available. The content for this program was developed and published prior to the ASHA Continuing Education Board requiring instructional personnel to provide financial and nonfinancial disclosure statements.
11/22/2011 to 9/2/2014