Collaborative Partnerships in a Language in the Classroom Program This exchange describes the key components for establishing collaborative partnerships in the delivery of services to children with communication disorders: establishing a transdisciplinary approach to teaming, marketing the collaborative concept to enlist administrative support and recruit teachers, providing collaborative in-service training, and collaboratively planning and implementing lessons. A 3-year experience ... Clinical Exchange
Clinical Exchange  |   July 01, 1995
Collaborative Partnerships in a Language in the Classroom Program
 
Author Affiliations & Notes
  • Patricia A. Prelock, PhD
    University of Vermont, Burlington
  • Barbara L. Miller
    Hamilton County Office of Education, Cincinnati, OH
  • Nancy L. Reed
    Hamilton County Office of Education, Cincinnati, OH
  • Contact author: Patricia A. Prelock, PhD. Department of Communication Science, Allen House, University of Vermont, Burlington, VT 05405
    Contact author: Patricia A. Prelock, PhD. Department of Communication Science, Allen House, University of Vermont, Burlington, VT 05405×
Article Information
School-Based Settings / Language Disorders / Clinical Exchange
Clinical Exchange   |   July 01, 1995
Collaborative Partnerships in a Language in the Classroom Program
Language, Speech, and Hearing Services in Schools, July 1995, Vol. 26, 286-292. doi:10.1044/0161-1461.2603.286
History: Received September 3, 1993 , Accepted October 18, 1994
 
Language, Speech, and Hearing Services in Schools, July 1995, Vol. 26, 286-292. doi:10.1044/0161-1461.2603.286
History: Received September 3, 1993; Accepted October 18, 1994

This exchange describes the key components for establishing collaborative partnerships in the delivery of services to children with communication disorders: establishing a transdisciplinary approach to teaming, marketing the collaborative concept to enlist administrative support and recruit teachers, providing collaborative in-service training, and collaboratively planning and implementing lessons. A 3-year experience with a training grant emphasizing collaboration among speech-language pathologists and regular education teachers has led us to move beyond speech-language pathologists providing language experiences in the classroom to a more collaborative approach. Our collaborative teams share the responsibility for making decisions in the delivery of services to children with communication disorders.

ACKNOWLEDGMENTS
This paper was supported, in part, through funds secured from U.S. Department of Education training grant #HO2900096.
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