A Rationale for Providing Service to the Limited English Proficiency Student

1981 ◽  
Vol 12 (3) ◽  
pp. 145-152 ◽  
Author(s):  
Molly M. Gillcrist
Keyword(s):  
Public School ◽  
Limited English Proficiency ◽  
English Proficiency ◽  
Intermediate Level ◽  
The Public ◽  
Speech Language Pathologist ◽  
Facilitation Techniques

This paper presents a rationale for the legitimacy of including Limited English Proficiency students in the caseload of the public school speech-language pathologist and provides an outline of language facilitation techniques and appropriate objectives for students at a beginning or a low intermediate level of English proficiency.

A New Job Description and a New Task for the Public School Clinician

1988 ◽  
Vol 19 (1) ◽  
pp. 28-33 ◽  
Author(s):  
Sol Adler
Keyword(s):  
Public School ◽  
Classroom Teacher ◽  
Job Description ◽  
The Public ◽  
Speech Language Pathologist ◽  
The Impact

This brief essay notes the impact upon our profession of our interactions with social dialect speakers. Specifically, the role of the speech-language pathologist as a consultant to the classroom teacher is discussed.

The Role of the School-Based Speech-Language Pathologist Serving Preschool Children With Dysphagia

2000 ◽  
Vol 31 (1) ◽  
pp. 42-49 ◽  
Author(s):  
Randy Moskowitz Kurjan
Keyword(s):  
Public School ◽  
Medical Intervention ◽  
Medical Community ◽  
The Public ◽  
Public School Systems ◽  
Speech Language Pathologist ◽  
School Based ◽  
Team Working ◽  
Resuscitation Training

Increasing numbers of medically complex children are being referred to preschool programs managed by the public school systems. Public school speech-language pathologists have the responsibility of evaluation and intervention in the area of dysphagia. Although the American Speech-Language-Hearing Association's Scope of Practice includes dysphagia, there is some controversy about whether this more traditional medical intervention belongs in the educational model. In the educational setting, information and techniques must be accurately and safely transmitted to the entire team working with the child. Ongoing communication between the medical community and the school staff is crucial. The increased responsibility of the speechlanguage pathologist brings with it a variety of concerns. These include safety, mandatory cardiopulmonary resuscitation training, awareness of dangerous mealtime practices, specific education in pediatric dysphagia intervention, liability, and financial support.

Serving Children With Limited English Proficiency in the Schools

1994 ◽  
Vol 25 (3) ◽  
pp. 156-164 ◽  
Author(s):  
Celeste A. Roseberry-McKibbin ◽  
Glenn E. Eicholtz
Keyword(s):  
Limited English Proficiency ◽  
English Proficiency

Creative Problem Solving in Public School Supervision

1989 ◽  
Vol 20 (3) ◽  
pp. 320-332 ◽  
Author(s):  
David A. Shapiro ◽  
Nelson Moses
Keyword(s):  
Public School ◽  
Problem Solving ◽  
School Environment ◽  
Professional Growth ◽  
Cognitive Learning ◽  
School Personnel ◽  
Collaborative Problem Solving ◽  
The Public ◽  
School Supervision ◽  
Team Functioning

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.

Assessment and Intervention for Children With Limited English Proficiency and Language Disorders

1994 ◽  
Vol 3 (3) ◽  
pp. 77-88 ◽  
Author(s):  
Celeste Roseberry-McKibbin
Keyword(s):  
Public Schools ◽  
Limited English Proficiency ◽  
English Proficiency ◽  
Language Disorders ◽  
Speech Language Pathologists ◽  
Academic Difficulties ◽  
Language Differences ◽  
Language Impaired ◽  
Number Of Children ◽  
Assessment And Treatment

The number of children with limited English proficiency (LEP) in U.S. public schools is growing dramatically. Speech-language pathologists increasingly receive referrals from classroom teachers for children with limited English proficiency who are struggling in school. The speech-language pathologists are frequently asked to determine if the children have language disorders that may be causing or contributing to their academic difficulties. Most speech-language pathologists are monolingual English speakers who have had little or no coursework or training related to the needs of LEP children. This article discusses practical, clinically applicable ideas for assessment and treatment of LEP children who are language impaired, and gives suggestions for distinguishing language differences from language disorders in children with limited English proficiency.

The Speech-Language Pathologist in the Public Schools: Preparation for Real Life Practices From the Perspective of a Speech-Language Pathology Program Coordinator

2010 ◽  
Vol 11 (2) ◽  
pp. 60-65
Author(s):  
Francine Wenhardt
Keyword(s):  
Public Schools ◽  
School Setting ◽  
Real Life ◽  
Effective School ◽  
Program Coordinator ◽  
Educational Preparation ◽  
The Public ◽  
Speech Language Pathologist ◽  
New Graduate ◽  
Language Pathology

Abstract The speech-language pathologist (SLP) working in the public schools has a wide variety of tasks. Educational preparation is not all that is needed to be an effective school-based SLP. As a SLP currently working in the capacity of a program coordinator, the author describes the skills required to fulfill the job requirements and responsibilities of the SLP in the school setting and advises the new graduate regarding the interview process and beginning a career in the public schools.

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