Expanding the Role of Speech-Language Pathologists in Instruction for Transition Via Glasser's Choice Theory

Abstract

This article describes a blending of Glasser's Choice Theory/Reality Therapy (CT/RT)with transition and pragmatic language theories to establish a process which Speech/Language Pathologists (SLPs)may use in managing and implementing transition services. The model answers the important questions of transition planning by suggesting the who (SLPs), what (transition and pragmatics), when and where (school), why (IDEA), and how (CT/RT)of transition services. A rationale and blended model is provided and sample IEP objectives are given. Federal law requires transition goals in all IEPs. Although underutilized at the high school level, speech/language pathologists are uniquely qualified to be key members of the transition team.