A Case Management Model for School-Age Children With Multiple Needs Although the American Speech-Language-Hearing Association (ASHA) includes case management among the responsibilities for school-based speech-language pathologists, there is limited information in the speech-language pathology literature describing models of, or best practice for, case management in the schools. Recent amendments to the Individuals With Disabilities Education Act (1997)  focusing on enhancing ... Clinical Exchange
Clinical Exchange  |   April 01, 2002
A Case Management Model for School-Age Children With Multiple Needs
 
Author Affiliations & Notes
  • Vanessa Khouri Smith
    University of Vermont, Burlington
  • Patricia A. Prelock
    University of Vermont, Burlington
  • Contact author: Vanessa Khouri Smith, Summit Speech Therapy Associates, 5403 Lake Road Extension, Charlotte, VT 05445.
    Contact author: Vanessa Khouri Smith, Summit Speech Therapy Associates, 5403 Lake Road Extension, Charlotte, VT 05445.×
  • Corresponding author: e-mail: vkssummitspeech@worldnet.att.net
Article Information
Hearing Disorders / Cultural & Linguistic Diversity / School-Based Settings / Professional Issues & Training / Regulatory, Legislative & Advocacy / Attention, Memory & Executive Functions / Clinical Exchange
Clinical Exchange   |   April 01, 2002
A Case Management Model for School-Age Children With Multiple Needs
Language, Speech, and Hearing Services in Schools, April 2002, Vol. 33, 124-129. doi:10.1044/0161-1461(2002/010)
History: Received May 1, 2001 , Accepted October 3, 2001
 
Language, Speech, and Hearing Services in Schools, April 2002, Vol. 33, 124-129. doi:10.1044/0161-1461(2002/010)
History: Received May 1, 2001; Accepted October 3, 2001

Although the American Speech-Language-Hearing Association (ASHA) includes case management among the responsibilities for school-based speech-language pathologists, there is limited information in the speech-language pathology literature describing models of, or best practice for, case management in the schools. Recent amendments to the Individuals With Disabilities Education Act (1997)  focusing on enhancing students with disabilities involvement and progress in the general curriculum and participation in state- and district-wide assessment suggest that the speech-language pathologist serving as case manager should effectively coordinate appropriate accommodations and adaptations. The authors describe a case management model for speech-language pathologists working with school-age children who have multiple needs. The skills necessary for effective case management are outlined and functional outcomes are demonstrated with a child and family story.

ACKNOWLEDGMENTS
The Vermont Interdisciplinary Leadership Education for Health Professionals (VT-ILEHP) Program is conducted at the Department of Communication Sciences at the University of Vermont in Burlington, Vermont. The Department of Maternal and Child Health funds the program. The care coordination model and case study presented in this clinical exchange were components of the first author’s internship with the VT-ILEHP Program.
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