SIG 16 Perspectives Vol. 14, No. 4, December 2013
This issue of Perspectives covers several topics. The first article presents a nuts and bolts guide to assist SLPs in securing funding for materials, equipment, and technology to best serve students within the school setting. The second article presents a unique service delivery model for children with complex communication needs who benefit from augmentative and alternative communication (AAC). The author illustrates how language intervention principles can be addressed in the area of AAC and discusses what school based speech-language pathologists need to know in order to work with children who use AAC.
The third article addresses the need for SLPs to provide sensitive and appropriate services to students who are immigrants their families. The author presents considerations and decisions that will support services to students of immigrant cultures. She explains the rationale for using interpreters and their role in the diagnostic process. The author explains that working with the children of immigrants takes educa-tion in cultural sensitivity. The challenge for speech-language pathologists will be to adapt their current intervention practices and to conduct culturally-responsive, non-biased assessments. In the final article, the authors explain that an increasing number of students live in homes where English is not the primary language. They address the need for speech-language pathologists to adapt their cur-rent intervention practices and how best to conduct culturally-responsive, non-biased assessments.
You will be able to:
- draft and execute a blueprint plan for obtaining funding to support their services
- recognize the important difference between core and fringe vocabulary
- recognize that immigrants to the US may have different beliefs about communication disorders and speech-language pathology services
- identify several evidence-based, non-standardized practices for assessing ELL children
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