Literaturnachweis - Detailanzeige
| Autor/in | Norris, Janet A. |
|---|---|
| Titel | Functional Language Intervention in the Classroom: Avoiding the Tutoring Trap. |
| Quelle | In: Topics in Language Disorders, 17 (1997) 2, S.49-68 |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0271-8294 |
| Schlagwörter | Stellungnahme; Leitfaden; Classroom Techniques; Consultation Programs; Delivery Systems; Inclusive Schools; Individualized Instruction; Language Impairments; Speech Impairments; Speech Language Pathology; Staff Role; Therapists; Tutoring Klassenführung; Fachberatung; Auslieferung; Inclusive school; Integrative Schule; Individualisierender Unterricht; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Language handicps; Language impairments; Therapist; Therapeut; Förderkonzept; Nachhilfeunterricht |
| Abstract | This article urges speech language pathologists (SLPs) to avoid the tutoring role in the effort to provide individualized services to children in regular classroom settings. Suggested alternatives to the tutoring role include acting in a consultative role to help modify classroom practices early in the year and later on providing direct services to increase individual children's functional language abilities. (DB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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