Though working with people with learning difficulties has become an
increasingly important speciality for the speech therapist, much of
the rationale for this work has yet to be established.
Practitioners are still evaluating their role in working with the
learning disabled, and are trying to develop appropriate models of
assessment and intervention.
This book is intended to aid speech therapists in this task by
providing ideas based on an ideology in keeping with the current
trends in services to people with learning difficulties. After
critically examining existing methods, the authors draw on their
combined experience in linguistics and ethnography to provide a
rationale and operational guidelines to deal with assessment,
intervention, establishing criteria for entry to and exit from
therapy, developing shared perspectives and manipulating the
environment in order to facilitate communications in context.
The concluding part of the book looks at service provision in
health, education, social services and private establishments,
suggesting ways in which speech therapists may best utilize their
skills and time in these settings.
General
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