Zimmerman Reading

___% of students with SLI spend 80% or more of their day in the general education classroom

True or False: Traditionally, most (56%) students receive speech-language services in individual or small group separate settings, while fewer (34%) receive services in regular education or special education classrooms.

• True

• False

Current recommendations state that the pull-out model should only be used minimally in circumstances in which data suggest therapy results cannot be achieved in the general education setting because...

• The LRE for the majority of students with SLI is the GE classroom

• Classroom based (push-in) services are as effective as pull out services (esp. targeting vocab., language, and literacy)

• Push-in services can result in significant improvements in oral language for both children at high and low risk of language disorders (all students).

• All of the above

Collaborative models of service delivery (speech therapy and academic instruction) include:

• Collaborative planning between the SLP and teacher

• Co-teaching between the SLP and teacher

• Collaborative planning and co-teaching between the SLP and teacher

Which co-teaching model has NOT been identified as effective for use by SLPs and teachers?

• team teaching

• one teach, one assist

• station teaching

This is the definition for which co-teaching model?

Two educators share instructional instructional responsibility for teaching. In other words, the professionals are equal partners and carry out the lesson synchronously.

• station teaching

• parallel teaching

• team teaching

• alternative teaching

Considerations for team teaching include the amount of shared planning time the co-teachers have, the relationship between the co-teachers, and each individual's comfort with _______

• public speaking

• the students

• sharing

• the content of instruction

This is the definition for which co-teaching model?

Two educators deliver separate content in different locations in the same classroom during an instructional period

• parallel teaching

• one teach, one observe

• station teaching

• one teach, one assist

All are considerations for station teaching EXCEPT

• Logistical considerations (timing of instructional blocks, SLP caseload, etc.)

• Environmental arrangements to minimize noice, movement, and other distractions.

• The amount of experience the professionals have co-teaching together

• The type of speech-language goals/learning targets that students have

• All of the above

What are the benefits for students of collaborative models of service delivery? List as many as you can.

Answer explanation

Students receive services integrated in instruction (rather than pull-out services), so they do not miss instructional time to receive therapy.

These models provide an opportunity for SLPs to model language-supportive strategies for teachers to support the oral language development of all students. As a result, teachers can better support speech and language goals when the SLP is not present, leading to increased likelihood of skills maintaining and generalizing.

Co-teaching improves learning outcomes for students with a variety of needs in a variety of areas; and classroom-based speech services are as effective or more effective than pull out services (depending on learning targets).

Providing speech therapy in a naturalistic setting (the general education or special education classroom can support generalization of skills more effectively. (Skills learned in a separate setting during pull-out services may not generalize across settings and tasks as readily.)