Multiple Perspectives for Determining the Roles of Speech-Language Pathologists in Inclusionary Classrooms

Abstract

Most likely, readers will be left with more questions than answers in reflecting on the six perspectives presented in the clinical forum. Despite the different points of view and approaches of the contributors, their message is clear. One aspect of this message is that a theoretical and empirical foundation has been laid for the use, and potential misuse, of collaborative, inclusionary models of service delivery and their related practices. The second aspect of the contributors’ message is equally important. Regardless of variations in conceptual frameworks, we all share a common goal—to meet more effectively the needs of students with LLI who are being educated in inclusion programs.