Everybody Has the Right to Be Here: Perspectives of Related Service Therapists

Autor/inn/en	Tracy-Bronson, Chelsea P.; Causton, Julie N.; MacLeod, Kathryn M.
Titel	Everybody Has the Right to Be Here: Perspectives of Related Service Therapists
Quelle	In: International Journal of Whole Schooling, 15 (2019) 1, S.132-174 (43 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1710-2146
Schlagwörter	Allied Health Personnel; Related Services (Special Education); Disabilities; Public Schools; Educational Cooperation; Delivery Systems; Speech Language Pathology; Occupational Therapy; Physical Therapy; Barriers + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Public school; Öffentliche Schule; Education; cooperation; Kooperation; Auslieferung; Beschäftigungstherapie; Physiotherapie
Abstract	This study describes data regarding inclusive related service provision for students with disabilities in public schools. Based on qualitative interviews from 15 related service providers (e.g., speech-language pathologists, occupational therapists, and physical therapists), these data highlight foundational issues that impact the delivery of related services within inclusive educational contexts that is necessary for students with disabilities to benefit from special education. Results of the study document strategies for collaboration, providing flexible service delivery, and negotiating logistical barriers. Implications for the provision of inclusive related services are discussed in order to ensure that 'everyone has the right to be here'. (As Provided).
Anmerkungen	Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: wholeschooling@twmi.rr.com; Web site: http://www.wholeschooling.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01