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Case Study of a Speech-Language Pathologist’s Roles, Routines, and Perceptions as a Collaborative Partner in Inclusive Service Delivery

by Wakefield, Lara Lynn

Abstract (Summary)
This case study documented the roles and routines of a speech-language pathologist (SLP) as a collaborative partner in an inclusive model. This study implemented a cultural-historical-activity theory framework. Specific aims were to describe: 1) The therapy lesson routine; 2) The instructional discourse used by the SLP, special educator, and regular educator; 3) The SLP’s role. Transcripts from participant-observation and interviews were coded using Lofland’s and Lofland’s (1984) macro-categories. The therapy lesson routine consisted of four steps: 1) planning; 2) implementation; 3) assessment; and 4) debriefing. Results from the instructional discourse coding revealed five collaboration sequences that: 1) changed the focus and flow of the therapy lesson; 2) were addressed solely to adults; and 3) transpired in front of the students. The SLP had a total of 18 roles across the areas of planning, implementation, assessment, debriefing, and collaboration. Practical implications and future research related to collaboration skills are discussed.
Bibliographical Information:

Advisor:

School:University of Cincinnati

School Location:USA - Ohio

Source Type:Master's Thesis

Keywords:speech language pathologist therapy inclusion collaboration service delivery special education related services

ISBN:

Date of Publication:01/01/2007

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