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Chapter 12: School Language and Classroom Programs for Children with Language Impairments: Collaborating with Parents an

Chapter 12: School Language and Classroom Programs for Children with Language Impairments: Collaborating with Parents and School Personnel. I. Introduction**.

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Chapter 12: School Language and Classroom Programs for Children with Language Impairments: Collaborating with Parents an

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  1. Chapter 12:School Language and Classroom Programs for Children with Language Impairments: Collaborating with Parents and School Personnel

  2. I. Introduction** • No matter what types of disabilities students have, they have the right to a free and appropriate public education (FAPE) that will support their language skills • This includes both general and special education

  3. However, Nelson 2010 cautions that:

  4. The No Child Left Behind (NCLB) Act specified four key principles:** • Stronger accountability for students’ educational performance; •  flexibility for states and school districts in use of federal funds; •  choices for parents of children from disadvantaged backgrounds; • Scientifically-based, effective teaching methods

  5. In addition, NCLB:

  6. Program Types** • The most common models for inclusion of speech, language, and special education instruction to students have consisted of: • Consultation • Collaboration • Co-teaching

  7. For some special education students…** • The LRE is the resource room • Itinerant model used for certain types of children who require less contact, less specific classroom instruction

  8. Nippold (2011) “Language intervention in the classroom: What it looks like” (Language, Speech, and Hearing Services in Schools, 42, 393-394.

  9. II.Collaboration Vs. Consultation** • Consultation: sharing of expertise with others • Consultation: indirect service delivery model; consultant (e.g., the SLP or special education teacher) does not work directly with students with special needs

  10. There are various models of collaboration…** • Co-teaching or classroom-based teaching: classroom teacher and SLP or special educator share responsibility for planning and teaching lessons, monitoring progress, making decisions re: needed modifications

  11. Other models of collaboration include: (p. 446)** • Classroom-based complementary teaching • Supportive teaching • Pullout resource management • Self-contained programs

  12. SLPs who collaborate with other professionals… • Need good communication skills: • Effective listening • Acceptance of and respect for others • Ability to maintain focus

  13. **Good communication between parents, teachers, administrators, and special education personnel is especially crucial

  14. Kaderavek (2011) states that classroom collaboration should focus on 3 areas: • 1. • 2. • 3.

  15. Successful strategies that can be implemented in the general education classroom to support ELL students include:

  16. Successful strategies that can be implemented in the general education classroom to support students with special needs include:** • Time for communication between team members to discuss students’ progress and needed modifications • Team decisions about what training is needed for co-teachers to successfully implement instructional plans • Professionals’ designing of a co-teaching plan to address students’ needs

  17. It is very important for classroom teachers to work on listening skills with students…

  18. Teachers can also use strategies to enhance students’ attention skills** • These strategies can benefit ELL students, monolingual or bilingual students with language impairments, and others

  19. Teachers and those who collaborate with them…

  20. Turnbull & Justice 2012:

  21. Turnbull & Justice 2012 (continued)

  22. III. Response to Intervention

  23. In the old days we had….

  24. Now more schools across the U.S. are implementing RTI to assess learning progress (Long, 2012)

  25. This is partially in response to No Child Left Behind and IDEA 2004…

  26. Nelson 2010 suggests that:

  27. RtI can be very helpful in decreasing special education caseloads….** Good news for us and the students!

  28. Diane Blevins, 2011 CSHA Los Angeles** • Santa Ana had a deluge of “at risk” preschoolers referred for assessment and probable intervention • Many were ELLs; almost all were low-SES • It would have cost $2 million to hire enough SLPs to serve all these children

  29. She implemented RtI:

  30. When successful collaboration between parents and school teams takes place…** • All students benefit—including and especially those who are English Language Learners and those who have special needs

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