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

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

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However, Nelson 2010 cautions that
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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

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In addition, NCLB
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Program Types

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

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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

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

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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

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Other models of collaboration include (p. 446)

• Classroom-based complementary teaching
• Supportive teaching
• Pullout resource management
• Self-contained programs

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SLPs who collaborate with other professionals

• Need good communication skills
• Effective listening
• Acceptance of and respect for others
• Ability to maintain focus

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• Good communication between parents, teachers,
  administrators, and special education personnel
  is especially crucial

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Kaderavek (2011) states that classroom
collaboration should focus on 3 areas

• 1.
• 2.
• 3.

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

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

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Teachers and those who collaborate with them
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Turnbull Justice 2012
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Turnbull Justice 2012 (continued)
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III. Response to Intervention
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In the old days we had.
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Now more schools across the U.S. are implementing
RTI to assess learning progress (Long, 2012)
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This is partially in response to No Child Left
Behind and IDEA 2004
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Nelson 2010 suggests that
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RtI can be very helpful in decreasing special
education caseloads.

• Good news for us and the students!

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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

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She implemented RtI
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When successful collaboration between parents and
school teams takes place

• All students benefitincluding and especially
  those who are English Language Learners and those
  who have special needs