The national trend emphasized collaborative intervention within
general education classrooms, where the impaired student can engage
in extensive and meaningful verbal interactions with peers and
teachers on a more regular basis. The need to integrate teachers,
speech-language pathologists, and other school specialists in using
the classroom context has given rise to the need for a written
resource to use in combining the collaborative process with
decision -making. This long-awaited book, an outgrowth of inservice
training programs on collaborative language intervention, fills
that need.
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