Integrated Classroom-based Services

Integrated classroom-based speech language services utilize a continuum of service delivery options based on the students unique needs. Depending on these unique needs, the SLP targets educationally relevant speech and language skills from the following menu of options: Pullout services that support the classroom and curriculum, co-teaching, collaborative consultation, adaptation or modification of the curriculum, creation or adaptation of classroom materials, adaptation of the students environment, programming or creation of assistive technology, or some combination thereof (this list is not exhaustive). These service delivery options are designed to positively, directly, and indirectly impact upon the students academic and functional performance across educational settings. The students speech and language impairment is targeted systematically and thoughtfully within the context of the general education curriculum through the use of research-based strategies, collaboration, modifications, and accommodations.

Integrated classroom-based services utilize curriculum related listening, speaking, reading and writing activities as vehicles for learning language and speech skills (Elksin, 1997). By design, this type of service is educationally relevant, impacts the general education curriculum, and facilitates academic, social, emotional, and vocational progress (Ehren, 2000, p. 220). Integrated classroom-based services pull from the best of all worlds when it comes to speech language services. It strategically combines a little bit of direct services (e.g., pullout, co-teaching, etc.) with a little bit of indirect services (e.g., collaborative consultation, programming AAC devices, etc.) in order to create comprehensive and individualized speech language services for students with communication impairments.

That being said, integrated classroom-based services are not easy to implement using the traditional speech language schedule. Instead, SLPs need a flexible scheduling option (e.g., 3:1 Service Delivery Model) in place in order to have the freedom and structure to provide these services.

The goal of introducing alternative models of service delivery [is] not to eliminate pullout services; rather, the goal [is] restriction of the use of pullout services to appropriate cases and the provision of alternative approaches when they best serve students needs (Sanger et al., 1995, p. 80).