Over the years the role of the speech-language pathologist has changed. Years ago speech-language pathologists typically pulled students out into a special room where they were either grouped with other student’s with similar goals or they were given individual speech therapy. The speech-language pathologist (SLP)’s role has changed from a separatist, expert role to a participatory, collaborative role (Gerber 1987). Collaborative and integrated service delivery models have received support from the American Speech-Language Hearing Association (ASHA) in its 1991 publication, A Model for Collaborative Service Delivery for Students with Language-Learning Disorders in the Public Schools (Elksnin and Capilouto, 1994). Although federal law has always mandated the provision of services in the least restrictive environment (LRE), recent changes in the Individuals with Disabilities Act (IDEA) of 1997 have reinforced the notion that the general education classroom is the LRE for most students (Wilcox, Kouri, & Caswell, 1991). For many speech-language pathologists this has meant providing therapy to students in their classrooms instead of pulling them out to a therapy room. The new law specifically requires that progress within the general curriculum be addressed in the individualized educational program (IEP), regardless of the setting in which services are delivered. Even if SLP’s continue to use pull-out models, they have the responsibility to related therapy to progress in the general education curriculum (Ehren, 2000).
Integrated speech and language services, also known as in-classroom services or push-in services are typically known as speech and language services provided in a natural setting that facilitates communicative ability and promotes success. The natural setting may be the school, home, or employment area. Services may be provided by the speech-language pathologist or directly by the classroom teacher (CT), parent, or job coach, with the...