Rational Thinking in School-Based Practice Purpose We reflect on Alan Kamhi’s (2011)  prologue on balancing certainty and uncertainty as it pertains to school-based practice. Method In schools, rational thinking depends on effective team processes, much like professional learning communities. We consider the conditions that are required for rational thinking and how rational team ... Clinical Forum
Clinical Forum  |   January 01, 2011
Rational Thinking in School-Based Practice
 
Author Affiliations & Notes
  • Perry Flynn
    University of North Carolina–Greensboro
  • Contact author: Mary Kristen Clark, Department of Communication Sciences and Disorders, 300 Ferguson Bld., UNCG, P.O. Box 26170, Greensboro, NC 27402. E-mail: mklove@uncg.edu.
Article Information
School-Based Settings / Attention, Memory & Executive Functions / Clinical Forum
Clinical Forum   |   January 01, 2011
Rational Thinking in School-Based Practice
Language, Speech, and Hearing Services in Schools, January 2011, Vol. 42, 73-76. doi:10.1044/0161-1461(2010/09-0043)
History: Received June 16, 2009 , Revised November 9, 2009 , Accepted January 27, 2010
 
Language, Speech, and Hearing Services in Schools, January 2011, Vol. 42, 73-76. doi:10.1044/0161-1461(2010/09-0043)
History: Received June 16, 2009; Revised November 9, 2009; Accepted January 27, 2010
Web of Science® Times Cited: 1

Purpose We reflect on Alan Kamhi’s (2011)  prologue on balancing certainty and uncertainty as it pertains to school-based practice.

Method In schools, rational thinking depends on effective team processes, much like professional learning communities. We consider the conditions that are required for rational thinking and how rational team dialogue confronts uncertainties. We provide suggestions for how this dialogue can be used throughout the individualized education program (IEP) process to lead to more positive experiences for all team members as well as improved student outcomes.

Conclusion Rational thinking in school-based practice may be manifest by closer adherence to the tenants of the Individuals With Disabilities Education Improvement Act of 2004  (IDEIA), ultimately resulting in increased rational thought and improved student outcomes.

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