The Speech-Language Pathologist and the Classroom Teacher: A Team Approach to Language Development This project was designed to enable kindergarten and first-grade teachers in a rural school to integrate principles of language development into regular classroom curriculum. In the absence of a school clinician, a university clinical instructor in speech-language pathology served as a consultant to help the teachers define, design, and implement ... Research Article
Research Article  |   January 01, 1978
The Speech-Language Pathologist and the Classroom Teacher: A Team Approach to Language Development
 
Author Notes
  • Marisue Pickering is a lecturer in speech-language pathology and staff speech-language pathologist at the Conley Speech and Hearing Center, University of Maine. Patricia Kaelber is director, Project Right to Achieve, Gouldsboro Elementary School, Gouldsboro, Maine and a reading teacher at Connors and Emerson Elementary Schools, Bar Harbor, Maine.
    Marisue Pickering is a lecturer in speech-language pathology and staff speech-language pathologist at the Conley Speech and Hearing Center, University of Maine. Patricia Kaelber is director, Project Right to Achieve, Gouldsboro Elementary School, Gouldsboro, Maine and a reading teacher at Connors and Emerson Elementary Schools, Bar Harbor, Maine.×
Article Information
Research Articles
Research Article   |   January 01, 1978
The Speech-Language Pathologist and the Classroom Teacher: A Team Approach to Language Development
Language, Speech, and Hearing Services in Schools, January 1978, Vol. 9, 43-49. doi:10.1044/0161-1461.0901.43
History: Received March 3, 1976 , Accepted June 9, 1977
 
Language, Speech, and Hearing Services in Schools, January 1978, Vol. 9, 43-49. doi:10.1044/0161-1461.0901.43
History: Received March 3, 1976; Accepted June 9, 1977

This project was designed to enable kindergarten and first-grade teachers in a rural school to integrate principles of language development into regular classroom curriculum. In the absence of a school clinician, a university clinical instructor in speech-language pathology served as a consultant to help the teachers define, design, and implement a language-development program. This article reviews the nature and scope of the project and the consultative model on which it was based.

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