Literaturnachweis - Detailanzeige
| Autor/in | Ehren, Barbara J. |
|---|---|
| Titel | Maintaining a Therapeutic Focus and Sharing Responsibility for Student Success: Keys to In-Classroom Speech-Language Services. |
| Quelle | In: Language, Speech, and Hearing Services in Schools, 31 (2000) 3, S.219-29 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0161-1461 |
| Schlagwörter | Stellungnahme; Ancillary School Services; Elementary Secondary Education; Inclusive Schools; Language Impairments; Mainstreaming; Pupil Personnel Services; Related Services (Special Education); Speech Impairments; Speech Language Pathology; Speech Therapy; Therapists Inclusive school; Integrative Schule; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Language handicps; Language impairments; Entwicklungsproximale Sprachtherapie; Logotherapie; Therapist; Therapeut |
| Abstract | This article explores concerns of speech-language-pathologists who provide in-classroom speech-language services. Concerns include a fear of "watering down" therapy and becoming like classroom teachers. Two principles are offered to preserve the speech-language-pathologist's role identity and the integrity of services provided: maintaining a therapeutic focus and sharing the responsibility for student success. (Contains references.) (Author/DB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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