Ehren, B.J. (2000). Maintaining a therapeutic focus and sharing responsibility for student success: Keys to in-classroom speech-language services. Language, Speech, and Hearing Services 219-229. in Schools, 31, Farber, J., & Klein, E. (1999). Classroom-based assessment of a collaborative intervention program with kindergarten and first-grade students. Language, Speech, and Hearing 83-91. Services in Schools, 30, Feeney, T., Riddle, L., & Benedict, L. (2000). Giving urban children the language to succeed: A Rochester, NY: Rochester Hearing and Speech Center. consultative-collaborative model. Friend, M., & Bursuck, W.D. (2002). Including students with special needs: A practical guide for (3rd ed.). Needham Heights, MA: Allyn & Bacon. classroom teachers Giangreco, M.F., Prelock, P., Reid, R., Dennis, R., & Edelman, S. (2000). Roles of related services personnel in inclusive schools. In R. Villa & J. Thousand, (Eds.), Restructuring (2nd ed.) (pp. 360-388). for caring and effective education: Piecing the puzzle together Baltimore: Paul H. Brookes. Giangreco, M.F. (1995). Related services decision-making: A foundational component of effective education for students with disabilities. In E. McEwen (Ed.). Occupational and physical therapy in educational environments (pp. 47-67). Binghamton, NY: Haworth Press. Gillon, G.T. (2000). The efficacy of phonological awareness intervention. Language, Speech, and 126-141. Hearing Services in Schools, 31, Gormley, S., & Ruhl, K. (2005). Shared storybook reading: Increasing vocabulary skills in an inclusive classroom setting. 11-13. Perspectives on School-Based Issues, 6(1), Idol, L. (2006). Toward inclusion of special education students in general education: A program evaluation of eight schools. 77-94. Remedial and Special Education, 27,
Ehren, B.J. (2000). Maintaining a therapeutic focus and sharing responsibility for student success: Keys to in-classroom speech-language services. Language, Speech, and Hearing Services in Schools, 31, 219-229. Farber, J., & Klein, E. (1999). Classroom-based assessment of a collaborative intervention program with kindergarten and first-grade students. Language, Speech, and Hearing Services in Schools, 30, 83-91. Feeney, T., Riddle, L., & Benedict, L. (2000). Giving urban children the language to succeed: A consultative-collaborative model. Rochester, NY: Rochester Hearing and Speech Center. Friend, M., & Bursuck, W.D. (2002). Including students with special needs: A practical guide for classroom teachers (3rd ed.). Needham Heights, MA: Allyn & Bacon. Giangreco, M.F., Prelock, P., Reid, R., Dennis, R., & Edelman, S. (2000). Roles of related services personnel in inclusive schools. In R. Villa & J. Thousand, (Eds.), Restructuring for caring and effective education: Piecing the puzzle together (2nd ed.) (pp. 360-388). Baltimore: Paul H. Brookes. Giangreco, M.F. (1995). Related services decision-making: A foundational component of effective education for students with disabilities. In E. McEwen (Ed.). Occupational and physical therapy in educational environments (pp. 47-67). Binghamton, NY: Haworth Press. Gillon, G.T. (2000). The efficacy of phonological awareness intervention. Language, Speech, and Hearing Services in Schools, 31, 126-141. Gormley, S., & Ruhl, K. (2005). Shared storybook reading: Increasing vocabulary skills in an inclusive classroom setting. Perspectives on School-Based Issues, 6(1), 11-13. Idol, L. (2006). Toward inclusion of special education students in general education: A program evaluation of eight schools. Remedial and Special Education, 27, 77-94.
Related_Services_Journal_Article_FINAL_2014.docx