How do I move toward integrated classroom-based services and flexible schedules?

In light of the No Child Left Behind and Individuals with Disabilities Education Improvement Acts (see Legal Support) as well as the focus on evidence-based practices (see Research Support), school-based speech language pathologists (SLP) and administrators have been called upon to reassess the appropriateness of traditional pullout only speech language services and scheduling approaches and investigate viable alternatives to these commonly used practices. With the increased inclusion of students with diverse needs in the general education setting, SLPs need to modify their traditional methods of service provision and scheduling. This is especially true since one of the primary goals of speech language services is to ensure the effective carryover, generalization and maintenance of newly learned communication skills and strategies across educational, extracurricular and nonacademic environments. Research has shown that students with disabilities do not always succeed at being effective communicators when services are provided in an environment different from where the skills would normally be used (i.e., pullout therapy room).