Comparing Traditional and Collaborative Settings for Language Intervention

Abstract

Inclusive and collaborative intervention settings represent a restructuring of service delivery for students with special needs. This article contrasts traditional versus collaborative service delivery settings designed for students with language impairments. The Class Within a Class model (CWC) of collaborative practice is discussed and effective practices for adapting this model to use for a language intervention is explained. The described case study contrasts language gains when service delivery is changed from a pull-out model to the CWC model. Significantly more language gains were obtained when services were delivered through CWC.