Purpose The choice of service delivery model is important for public school clinicians. Despite a theoretical emphasis on inclusive classroom-based services, data from a recent American Speech-Language-Hearing Association Schools Survey indicated that the pullout model is still the more frequently used approach ( American Speech-Language-Hearing Association, 2016 ). In the current study, public school clinicians' use and perceptions of inclusion were examined to better understand potential influences on its implementation. Method Three hundred forty-four school-based clinicians completed an online survey about their training in and implementation of inclusion services, along with their perceptions of positive and potentially challenging aspects of this model. Descriptive data were examined, and the relationships of use and perceptions to issues such as caseload size, training, school setting, teacher factors, and administrative support were analyzed. Additionally, qualitative analysis was used to examine responses to 3 open-ended questions. Results Over half of the respondents served 1%–25% of their caseload through an inclusion model, and it was most frequently utilized to address language and social skills. Teacher collaboration and planning time were the 2 most frequently reported keys to inclusion success and were also 2 of the most frequently reported challenges to implementation. Conclusions The majority of the respondents reported many positive aspects of inclusion, yet they also reported many of the same challenging perceptions and roadblocks that existed when speech-language pathologists were surveyed over 20 years ago. Based on the results of this study, training in the inclusion model, teacher “buy-in,” planning time, and administrative support are relevant to successful use of classroom-based intervention.
A speech-language pathology master's program that grew out of a partnership between the University of Zambia and a U.S.-based charitable organization, Connective Link Among Special needs Programs (CLASP) International, has just been completed in Zambia. The review of this program is outlined according to the suggested principles for community-based partnerships, a framework which may help evaluate cultural relevance and sustainability in long-term volunteer efforts (Israel, Schulz, Parker, & Becker, 1998).
Approximately 56 countries in the world have speech-language pathology services which are promoted on public websites, The International Directory of Communication Disorders (2016), or The American-Speech-Language-Hearing Association resources (e.g., ASHA, 2016). For the remaining 140+ countries, sources detailing speech-language pathology services and academic programming are not readily available and the status of the profession is unclear. However, recent global efforts have highlighted the lack of rehabilitation services for persons in many countries. This article will review the barriers and solutions for change in locations where services such as speech-language pathology are not available, as well as recent developments that have prompted elevation of the rights of persons with disabilities.
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