Guide for Training of Support Level Land Rescue Team Member (LRT-Support) Member

A survey study examined the attitudes of interdisciplinary team members toward public school speech-language programs. Perceptions of clinicians' communication skills and of the clarity of team member roles were also explored. Relationships between educators' attitudes toward our services and various variables relating to professional interactions were investigated. A 64-item questionnaire was completed by 346 randomly selected respondents from a two-state area. Classroom teachers of grades kindergarten through 3, teachers of grades 4 through 6, elementary school principals, school psychologists, and learning disabilities teachers comprised five professional categories which were sampled randomly. Analysis of the results revealed that educators generally had positive attitudes toward our services; however, there was some confusion regarding team member roles and clinicians' ability to provide management suggestions. Implications for school clinicians were discussed.

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AAC and the IEP

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac18.2.65 ◽

2009 ◽

Vol 18 (2) ◽

pp. 65-70 ◽

Cited By ~ 1

Author(s):

Robin Hurd

Keyword(s):

General Education ◽

Special Education Teachers ◽

Team Member ◽

General Education Teachers ◽

Students With Special Needs ◽

Speech Language Pathologist ◽

Inclusion Classroom ◽

Communication Needs ◽

State Educational ◽

Iep Team

Abstract The team in IEP team is a necessity for students with complex communication needs. These students need the expertise of each team member to design a custom education that allows them to make progress towards state educational standards and build communication competence across curriculum areas. This article covers the strengths each team member brings to the IEP team. Parents bring a long-term perspective of the student; general education teachers bring their knowledge of what curriculum will be covered in the inclusion classroom; and special education teachers bring their training in working with and making adaptations for students with special needs. The article also focuses specifically on ways the speech-language pathologist contributes information on how language is used across the curriculum. A vital part of the role of the SLP on the IEP team is to pinpoint specific areas of language need and to provide teachers with ways to address those areas of need within their curriculum.

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