Maintaining a Therapeutic Focus and Sharing Responsibility for Student Success Keys to In-Classroom Speech-Language Services Clinical Forum
Clinical Forum  |   July 01, 2000
Maintaining a Therapeutic Focus and Sharing Responsibility for Student Success
 
Author Affiliations & Notes
  • Barbara J. Ehren
    University of Kansas-Center for Research on Learning, Lawrence
  • Corresponding author: e-mail: Libby23@aol.com
Article Information
Speech, Voice & Prosodic Disorders / School-Based Settings / Clinical Forum: Roles of Speech-Language Pathologists in Inclusionary Classrooms
Clinical Forum   |   July 01, 2000
Maintaining a Therapeutic Focus and Sharing Responsibility for Student Success
Language, Speech, and Hearing Services in Schools, July 2000, Vol. 31, 219-229. doi:10.1044/0161-1461.3103.219
History: Received October 19, 1999 , Accepted March 21, 2000
 
Language, Speech, and Hearing Services in Schools, July 2000, Vol. 31, 219-229. doi:10.1044/0161-1461.3103.219
History: Received October 19, 1999; Accepted March 21, 2000

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.

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