Watching What We Say More Than a Matter of Words Letter to the Editor
Letter to the Editor  |   January 01, 1997
Watching What We Say
 
Author Affiliations & Notes
  • Diane Frome Loeb, PhD
    Speech-Language-Hearing: Sciences and Disorders, The University of Kansas, 3031 Dole, Lawrence, KS 66045–2181
Article Information
School-Based Settings / Letter to the Editor
Letter to the Editor   |   January 01, 1997
Watching What We Say
Language, Speech, and Hearing Services in Schools, January 1997, Vol. 28, 90. doi:10.1044/0161-1461.2801.90
History: Received October 31, 1995 , Accepted January 11, 1996
 
Language, Speech, and Hearing Services in Schools, January 1997, Vol. 28, 90. doi:10.1044/0161-1461.2801.90
History: Received October 31, 1995; Accepted January 11, 1996
For the last ten years, educational reform has been sweeping the country. This reform has focused on the inclusion of children with special needs in classroom settings. Speech-language pathologists based in schools have been strongly encouraged to use classroom consultative/collaborative models. I support the view that children with special needs should be included in classroom settings; however, I also believe that inclusive practices from speech-language pathologists need to be offered using a continuum of service delivery models.
Unfortunately, for some reason, the direct service delivery model administered outside of the classroom has been given a negative name: “pull out” therapy. I thought back to my days as an itinerant speech-language pathologist in the schools and I couldn’t recall any child not wanting to see me individually outside of the classroom. The children did not object to leaving their class for speech-language services. In fact, they would run to greet me or hop right out of their classroom. So, why was “pull out” chosen? Why not “run out” or “hop out” therapy?
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