Patricia A Prelock
Patricia A Prelock
Facilitating Language Development for Inner-City Children: Experimental Evaluation of a Collaborative, Classroom-Based Intervention [0.03%]
面向城市中心地区儿童的语言发展促进：一种协作型课堂干预的实证评估
Pamela A Hadley,Alice Simmerman,Michele Long et al.
Pamela A Hadley et al.
Purpose: This study explores the effectiveness of a collaborative, classroom-based model in enhancing the development of vocabulary and phonological awareness skills for kindergarten and first-grade children in an inner-c...
Elaine R Silliman,Ruth Bahr,Jill Beasman et al.
Elaine R Silliman et al.
Purpose: This article describes a study on the scaffolding of learning to read in a primary-level, continuous-progress, inclusion classroom that stressed a critical thinking curriculum and employed a collaborative teachin...
Children With Language Impairment in Cooperative Work Groups: A Pilot Study [0.03%]
合作学习小组中语言障碍儿童的试点研究
Bonnie Brinton,Martin Fujiki,Elizabeth C Montague et al.
Bonnie Brinton et al.
Purpose: This pilot study examined the manner in which the individual social-behavioral profiles of children with language impairment (LI) influenced their ability to work within cooperative groups. ...
Investigating the Engagement and Learning of Students With Learning Disabilities in Guided Inquiry Science Teaching [0.03%]
探究在指导性探究科学教学中学习障碍学生的学习参与度和学习情况
Annemarie Sullivan Palincsar,Kathleen M Collins,Nancy L Marano et al.
Annemarie Sullivan Palincsar et al.
Contemporary reform efforts pose numerous challenges for students and their teachers, especially in the context of inclusion classrooms that serve students with diverse academic and social profiles. The research reported in this article was...
Related Services Research for Students With Low-Incidence Disabilities: Implications for Speech-Language Pathologists in Inclusive Classrooms [0.03%]
低发生率残疾儿童的相关服务研究——对全纳教室中言语-语言治疗师的启示
Michael F Giangreco
Michael F Giangreco
When speech-language pathologists provide educationally related services for students with lowincidence disabilities who are placed in inclusive classrooms, they are asked to work with a variety of other adults. The ways in which these adul...
Maintaining a Therapeutic Focus and Sharing Responsibility for Student Success: Keys to In-Classroom Speech-Language Services [0.03%]
以学生成功为导向的语言病理学课堂治疗技巧
Barbara J Ehren
Barbara J Ehren
Although speech-language pathologists in the schools are being encouraged to provide services more inclusively, they often express concern that they are becoming like classroom teachers and are "watering down" the therapy they should be pro...
Multiple Perspectives for Determining the Roles of Speech-Language Pathologists in Inclusionary Classrooms [0.03%]
关于言语-语言病理学家在融合教室中的作用的多种观点
Patricia A Prelock
Patricia A Prelock
Most likely, readers will be left with more questions than answers in reflecting on the six perspectives presented in the clinical forum. Despite the different points of view and approaches of the contributors, their message is clear. One a...
Professional Skills for Serving Students Who Use AAC in General Education Classrooms: A Team Perspective [0.03%]
从团队视角看在通用教室中服务于使用辅助沟通学生的专业技能
Gloria Soto,Eve Mu Ller,Pam Hunt et al.
Gloria Soto et al.
The roles of school-based professionals serving students with augmentative and alternative communication (AAC) needs are changing in light of the inclusion movement. Focus group research methodology was used to investigate professional skil...