Integration of Self-Contained Children With Severe Speech-Language Needs Into the Regular Education Classroom A model for the full integration of children with severe speech-language problems into the regular classroom is presented. After the diagnostic characteristics and educational profiles of the severe speech-language population are defined, the structure and roles of the collaborative teaching teams of speech-language pathologists, regular educators, and paraprofessionals are specified. ... Clinical Forum
Clinical Forum  |   October 01, 1992
Integration of Self-Contained Children With Severe Speech-Language Needs Into the Regular Education Classroom
 
Author Affiliations & Notes
  • Elinor Roller
    Denver Public Schools, 5908 West Fair Drive, Littleton, CO 80123
  • Terry Rodriquez
    Denver Public Schools, 5908 West Fair Drive, Littleton, CO 80123
  • Joy Warner
    Denver Public Schools, 5908 West Fair Drive, Littleton, CO 80123
  • Peggy Lindahl
    Denver Public Schools, 5908 West Fair Drive, Littleton, CO 80123
  • Contact author: Elinor Roller, 5908 West Fair Drive, Littleton, CO 80123.
    Contact author: Elinor Roller, 5908 West Fair Drive, Littleton, CO 80123.×
Article Information
School-Based Settings
Clinical Forum   |   October 01, 1992
Integration of Self-Contained Children With Severe Speech-Language Needs Into the Regular Education Classroom
Language, Speech, and Hearing Services in Schools, October 1992, Vol. 23, 365-366. doi:10.1044/0161-1461.2304.365
History: Received August 29, 1991 , Accepted January 23, 1992
 
Language, Speech, and Hearing Services in Schools, October 1992, Vol. 23, 365-366. doi:10.1044/0161-1461.2304.365
History: Received August 29, 1991; Accepted January 23, 1992

A model for the full integration of children with severe speech-language problems into the regular classroom is presented. After the diagnostic characteristics and educational profiles of the severe speech-language population are defined, the structure and roles of the collaborative teaching teams of speech-language pathologists, regular educators, and paraprofessionals are specified. The critical importance of administrative and parental support, as well as the active involvement of the staffing team, are indicated. The implications of collaborating to create a language-rich environment where all children belong and are taught according to their individual needs also are discussed.

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