Clinical forum. Maintaining a therapeutic focus and sharing responsibility for student success: keys to in-classroom speech-language services.
Although speech-language pathologists in the schools are being encouraged to provide services more inclusively, they often express concern that they are becoming like classroom teachers and are 'watering down' the therapy they should be providing to students on their caseloads. This article explores...
| Publicado en: | Language, Speech & Hearing Services in Schools Vol. 31; no. 3; pp. 219 - 239 |
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| Formato: | CEU exam questions tables/charts Journal Article |
| Publicado: |
American Speech-Language-Hearing Association
Jul2000
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=107146532&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 107146532 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01611461 LSH jtl: Language, Speech & Hearing Services in Schools issn: 01611461 maglogo: N pubinfo: dt: Jul2000 vid: 31 iid: 3 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 107146532 107146532 2000077763 10.1044/0161-1461.3103.219 107146532 ppf: 219 ppct: 20 formats: fmt: @attributes: type: P tig: atl: Clinical forum. Maintaining a therapeutic focus and sharing responsibility for student success: keys to in-classroom speech-language services. aug: au: Ehren BJ affil: University of Kansas-Center for Research on Learning, Lawrence sug: subj: Speech-Language Pathology In Infancy and Childhood Speech-Language Pathologists Professional Role Mainstreaming (Education) Teachers Child School Health Services Collaboration Interprofessional Relations Accountability Academic Achievement Education, Continuing (Credit) Child: 6-12 years ab: Although speech-language pathologists in the schools are being encouraged to provide services more inclusively, they often express concern that they are becoming like classroom teachers and are 'watering down' the therapy they should be providing to students on their caseloads. This article explores these concerns and offers solutions to the role confusion and dissatisfaction of many speech-language pathologists who provide in-classroom speech-language services. Two key principles are offered to preserve the speech-language pathologist's role identity and the integrity of services provided: maintaining a therapeutic focus and sharing the responsibility for student success. pubtype: Academic Journal doctype: CEU exam questions tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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