How The Traditional Pull-Out Service Delivery Model
Throughout the years, the role of speech-language specialists in the school setting has transformed in response to evolving legislation, new educational programs, and increasingly diverse caseloads. In 1975, Congress passed the Education for All Handicapped Children Act, which mandated all children the right to “free and appropriate education” in the “least restrictive environment” (Dybvik, 2004). The idea of educating all children, regardless of disability in the “least restrictive environment” has altered the service delivery of many speech-language specialists in the school system. The traditional pull-out service delivery model, which has been the archetype for numerous years, is progressively being replaced by an inclusion model. This
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According to Dybvik (2004), “As a result of evolving legislation and educational initiatives, today more than 95 percent of students with physical, emotional, learning, cognitive, visual, and hearing disabilities receive some or all of their education in regular classrooms”. Speech-language specialists utilizing the inclusion model provide intervention to children by means of naturalistic activities that occur within the child’s typical classroom schedule (Case-Smith & Holland, 2009). This service delivery model allows the speech-language specialist to learn the child’s classroom demands and provide services accordingly. The inclusion model also affords opportunities for the speech-language specialist to collaborate with the classroom teacher and model therapeutic strategies he or she can utilize when the speech-language specialist is not present (Case-Smith & Holland, 2009). Additionally, unlike the pull-out service delivery model, the inclusion model allows the child to practice new skills in a natural environment, rather than practicing the skills one to two times per week in an isolated setting (Case-Smith & Holland, 2009). The increased opportunities for practice of newly learned skills in the classroom setting are especially beneficial for children with autism. When therapeutic strategies are provided in the classroom environment, they are more likely to be implemented by teachers and aides and practiced more often, thus increasing the child’s ability to generalize the skill (Case-Smith & Holland,
According to Dybvik (2004), “As a result of evolving legislation and educational initiatives, today more than 95 percent of students with physical, emotional, learning, cognitive, visual, and hearing disabilities receive some or all of their education in regular classrooms”. Speech-language specialists utilizing the inclusion model provide intervention to children by means of naturalistic activities that occur within the child’s typical classroom schedule (Case-Smith & Holland, 2009). This service delivery model allows the speech-language specialist to learn the child’s classroom demands and provide services accordingly. The inclusion model also affords opportunities for the speech-language specialist to collaborate with the classroom teacher and model therapeutic strategies he or she can utilize when the speech-language specialist is not present (Case-Smith & Holland, 2009). Additionally, unlike the pull-out service delivery model, the inclusion model allows the child to practice new skills in a natural environment, rather than practicing the skills one to two times per week in an isolated setting (Case-Smith & Holland, 2009). The increased opportunities for practice of newly learned skills in the classroom setting are especially beneficial for children with autism. When therapeutic strategies are provided in the classroom environment, they are more likely to be implemented by teachers and aides and practiced more often, thus increasing the child’s ability to generalize the skill (Case-Smith & Holland,