Intentional Collaboration With Speech-Language Pathologists to Support Language Outcomes of Students With Emotional and Behavioral Disorders

Author:

Chow Jason C.1ORCID,Morse Ashley2,Senter Reed2

Affiliation:

1. University of Maryland, College Park, USA

2. Virginia Commonwealth University, Richmond, USA

Abstract

This article argues for intentional collaboration between teachers of students with emotional and behavioral disorders and speech-language pathologists. After providing a rationale, we detail how special education teachers can leverage the expertise of speech-language pathologists during the Individualized Education Program process. We provide actionable steps that special education teachers and speech-language pathologists can take together to improve the identification, assessment, and subsequent support of language difficulty in students with emotional and behavioral disorders.

Funder

Institute of Education Sciences

Publisher

SAGE Publications

Subject

Clinical Psychology,Developmental and Educational Psychology,Education

Cited by 3 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Collaboration to Increase Cultural Relevance for African American English Speakers With Disabilities;TEACHING Exceptional Children;2024-03-05

2. Beyond Words and Numbers;Childhood Developmental Language Disorders;2023-11-28

3. A Mixed-Methods Analysis of Speech-Language Pathologists' Executive Function Services;American Journal of Speech-Language Pathology;2023-11-06

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