Title

Speech-Language Pathologists As Primary Contributors To Response To Intervention At The Secondary Level

Keywords

Adolescent literacy; Response to intervention; Secondary education; Secondary RTI; Speech-language pathologists

Abstract

Response to intervention (RTI) is currently receiving attention at the middle and high school levels. Although many academic and behavioral needs in secondary schools may warrant an RTI initiative, lack of literacy skills in adolescents is among the most important because language and literacy are foundational to curriculum learning. Speech-language pathologists (SLPs) have much to offer secondary RTI initiatives, given their expertise in language and literacy. Therefore, they need to become primary contributors. This article addresses several important conditions necessary to bring SLPs into the forefront with RTI at the secondary level by discussing (1) having a common understanding of RTI that is being implemented differently across the country; (2) understanding the rationale for adopting RTI at the secondary level; (3) defining unique contributions of SLPs that add value to RTI initiatives in middle and high schools; (4) exploring what it takes for SLPs to become involved, including attention to curriculum and literacy, changing the perceptions of others regarding the roles of SLPs, restructuring of delivery models, and replacing a caseload approach to service delivery with a workload approach; (5) establishing productive working relationships among professionals in secondary schools; and (6) exerting leadership to move forward in RTI involvement. © 2009 by Thieme Medical Publishers, Inc.

Publication Date

12-1-2009

Publication Title

Zeitschrift fur Geburtshilfe und Neonatologie

Volume

213

Issue

2

Number of Pages

90-104

Document Type

Review

Personal Identifier

scopus

DOI Link

https://doi.org/10.1055/s-0029-1215717

Socpus ID

77149165093 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/77149165093

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