This document extracts information from two studies conducted by the Institute for the Study of Exceptional Children and Youth at the University of Maryland. The studies dealt with personnel shortages in special education and related services. The first study, by J. Smith-Davis, P. J. Burke, and M. M. Noel, gathered data for 1982-83. It reported…

Stresses the need for research examining the critical shortage of speech-language pathologists (SLPs) in rural Canada. Results of a survey of 87 speech language pathologists in rural British Columbia and Saskatchewan (Canada) were similar to earlier American studies in that employment practices, employment benefits, lifestyle, and other personal…

This survey investigated caseloads and time associated with assessing, planning, developing, and updating Individualized Education Programs and providing direct and indirect instructional services, for 100 special education resource room teachers and 80 speech pathologists. Special education teachers saw more students during an instructional…

This article profiles the collaborative model for speech and language services used in the Fountain Valley (California) School District. The collaborative/consultative model links communication skills learned in traditional pull-out services to the academic program, through use of such elements as team teaching, curriculum-based objectives, and…

This article clarifies the role of the speech-language pathologist in service provision to students with traumatic brain injury (TBI). It addresses variables to be considered in service provision, cognitive deficits that interfere with speech and language function, types of speech and language deficits following TBI, and guidelines for assessing…

This article presents two models to assist speech-language pathologists in overcoming potential barriers to effective service delivery collaboration: peer coaching, in which teachers and therapists model techniques and lessons for each other; and coteaching, in which classroom teachers plan activities to meet curriculum goals while therapists…

In order to review the first year of implementation of the Title I 89-313 federally funded Speech Assistant Program for severely/profoundly handicapped students in the Chicago public schools, data was gathered by interview, questionnaire and observation methods from speech assistants, speech pathologists (who supervised assistants), a…

Language samples from 14 students (ages 6-9 at study start) with communication disorders were obtained over a three-year period to determine the effectiveness of a language-in-the-classroom (LIC) intervention model. Results noted that students in the LIC model had more complete and intelligible utterances and fewer incomplete/unintelligible…

This report by a Dutch national committee addresses the definition of dyslexia; characteristic symptoms; consequences of the proposed definition for identification and treatment; appropriate methods of treatment; involvement of various professionals (e.g., neuropsychologist, remedial teacher, speech and language therapist, and neurologist); and…

Twenty-three years of observation and testing of the communication skills of a male with agenesis of the corpus callosum and normal IQ revealed initial weakness in language. Difficulties with fluent speech persisted into young adulthood. With intensive intervention, communication and academic skills developed and the participant completed high…

The whole language approach to literacy parallels the acquisition of oral language, which enables speech-language pathologists to assume leadership roles in such literacy programs. Aspects of whole language programs are discussed, including language, both oral and written; assessment and planning; service delivery; intervention; and the oral…

This commentary reviews the articles in this special issue focusing on treatment of preschool and school-aged students with fluency disorders. The commentary addresses therapy and counseling models, the importance of attending to attitudes among children and parents, service delivery models for school programs, transfer of training, and recent…

This article offers the viewpoint of a local educational authority officer concerning the British Code of Practice (1994), which provides standards for the legal statement, review, and reassessment processes for students with special educational needs. Positive and negative implications, as well as the historical and administrative context, are…

Discusses the inappropriate referral of culturally and linguistically diverse (CLD) students for speech-language therapy. Preassessment considerations that should be considered and the interrelatedness of culture, language, and communication as they impact on an individual learner's behavior are explained. Culturally appropriate assessment…

This article compares different claims that have been made concerning acquisition by transitional rule-based derivation theories and by optimality theory. Case studies of children with phonological delays are examined. Error patterns are argued to be implicationally related and optimality theory is shown to offer a principled explanation.…