Related Services Research for Students With Low-Incidence Disabilities Implications for Speech-Language Pathologists in Inclusive Classrooms Clinical Forum
Clinical Forum  |   July 01, 2000
Related Services Research for Students With Low-Incidence Disabilities
 
Author Affiliations & Notes
  • Michael F. Giangreco
    University of Vermont, Burlington
  • Corresponding author: e-mail: mgiangre@zoo.uvm.edu
Article Information
School-Based Settings / Clinical Forum: Roles of Speech-Language Pathologists in Inclusionary Classrooms
Clinical Forum   |   July 01, 2000
Related Services Research for Students With Low-Incidence Disabilities
Language, Speech, and Hearing Services in Schools, July 2000, Vol. 31, 230-239. doi:10.1044/0161-1461.3103.230
History: Received March 1, 1999 , Accepted March 21, 2000
 
Language, Speech, and Hearing Services in Schools, July 2000, Vol. 31, 230-239. doi:10.1044/0161-1461.3103.230
History: Received March 1, 1999; Accepted March 21, 2000

When speech-language pathologists provide educationally related services for students with lowincidence disabilities who are placed in inclusive classrooms, they are asked to work with a variety of other adults. The ways in which these adults make decisions about individualizing a student's educational program, determine related services, and coordinate their activities have an impact on educational outcomes for students as well as on interprofessional interactions. This article summarizes a team process for making related services decisions called VISTA (Vermont Interdependent Services Team Approach) and a series of nine research studies pertaining to the use and impact of VISTA. It also addresses related topics, such as team size, consumer perspectives, and paraprofessional supports. Five major implications from these studies are offered concerning (a) developing a disposition of being an ongoing learner, (b) developing a shared framework among team members, (c) having a research-based process to build consensus, (d) clarifying roles, and (e) increasing involvement of families and general education teachers.

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