Multiple Perspectives for Determining the Roles of Speech-Language Pathologists in Inclusionary Classrooms Most likely, readers will be left with more questions than answers in reflecting on the six perspectives presented in the clinical forum. Despite the different points of view and approaches of the contributors, their message is clear. One aspect of this message is that a theoretical and empirical foundation has ... Clinical Forum
Clinical Forum  |   July 01, 2000
Multiple Perspectives for Determining the Roles of Speech-Language Pathologists in Inclusionary Classrooms
 
Author Affiliations & Notes
  • Patricia A. Prelock
    University of Vermont, Burlington
  • Corresponding author: e-mail: pprelock@zoo.uvm.edu
Article Information
School-Based Settings / Clinical Forum: Roles of Speech-Language Pathologists in Inclusionary Classrooms
Clinical Forum   |   July 01, 2000
Multiple Perspectives for Determining the Roles of Speech-Language Pathologists in Inclusionary Classrooms
Language, Speech, and Hearing Services in Schools, July 2000, Vol. 31, 213-218. doi:10.1044/0161-1461.3103.213
History: Received February 29, 2000 , Accepted March 21, 2000
 
Language, Speech, and Hearing Services in Schools, July 2000, Vol. 31, 213-218. doi:10.1044/0161-1461.3103.213
History: Received February 29, 2000; Accepted March 21, 2000

Most likely, readers will be left with more questions than answers in reflecting on the six perspectives presented in the clinical forum. Despite the different points of view and approaches of the contributors, their message is clear. One aspect of this message is that a theoretical and empirical foundation has been laid for the use, and potential misuse, of collaborative, inclusionary models of service delivery and their related practices.

The second aspect of the contributors' message is equally important. Regardless of variations in conceptual frameworks, we all share a common goal—to meet more effectively the needs of students with LLI who are being educated in inclusion programs.

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