Early Intervening for Students with Speech Sound Disorders: Lessons from a School District

Autor/inn/en	Mire, Stephen P.; Montgomery, Judy K.
Titel	Early Intervening for Students with Speech Sound Disorders: Lessons from a School District
Quelle	In: Communication Disorders Quarterly, 30 (2009) 3, S.155-166 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/1525740108326593
Schlagwörter	Intervention; Disabilities; School Districts; Early Intervention; Federal Legislation; Speech Impairments; Public Schools; Mild Disabilities; General Education; Children; Evaluation; Prevention; Speech Language Pathology; Pilot Projects; Elementary Schools; Stimuli; Individualized Education Programs; Special Education + Suchen Sie Ihr Suchwort? Handicap; Behinderung; School district; Schulbezirk; Bundesrecht; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Public school; Öffentliche Schule; Allgemein bildendes Schulwesen; Allgemeinbildung; Child; Kind; Kinder; Evaluierung; Prävention; Vorbeugung; Pilot project; Modellversuch; Pilotprojekt; Elementary school; Grundschule; Volksschule; Anreizsystem; Individualized education program; Individualisierendes Lernen; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	The concept of early intervening services was introduced into public school systems with the implementation of the Individuals With Disabilities Education Improvement Act (IDEA) of 2004. This article describes a program developed for students with speech sound disorders that incorporated concepts of early intervening services, response to intervention, and progress monitoring to improve eligibility determination and dismissal decisions and to implement an efficient service delivery model for children with speech sound disorders in public schools. Data indicated that use of early intervening and response to intervention were efficient models for addressing speech sound errors within general education as an alternative to referral for an IDEA evaluation for children with mild speech sound disorders. (Contains 4 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10