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WorksheetsZimmerman Reading
Total questions: 10
Worksheet time: 8mins
(a) % 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.
