Compare and contrast the traditional approach to early speech and language intervention with more inclusive practices.

Question

What will be an ideal response?

Answer 1

Traditionally, speech/language services were offered in a pullout model, even for very young children. The speech/language pathologist would come to the home or preschool classroom to get the child to receive services; take the child to a separate room, classroom, or office; provide intervention individually or in a small group; and then return the child to the parent or classroom. This approach had the benefit of eliminating distractions for the child, but it removed the child from the natural setting in which speech and language occur and had the potential for stigmatizing the child. Some young children receive their speech/language services in the context of the early childhood center, preschool setting, or kindergarten classroom. The advantage of this approach is that the speech/language pathologist can observe the child's ability to function in the natural environment. One additional option is an approach that combines separate service, in-class service, and indirect service. In some cases, the speech/language pathologist periodically may work directly with a child in a separate setting, often to check on progress, to address particularly complex problems, and to make decisions about subsequent steps in intervention. However, at least some of the services are offered within the classroom context. The final component of this approach is consultation. The most appropriate setting in which nearly all students can learn and practice speech and language skills is general education. One relatively emerging role for professionals working there with students with speech and language disorders is co-teaching.