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Related Experiment Videos

The speech-language pathologist's role in a writing lab approach.

N W Nelson1, A M Van Meter, D Chamberlain

  • 1Department of Speech Pathology and Audiology, Western Michigan University, Kalamazoo, Michigan 49008, USA. nickola.nelson@wmich.edu

Seminars in Speech and Language
|August 16, 2001
PubMed
Summary

Speech-language pathologists (SLPs) collaborate with educators in writing labs to support student language growth. This approach uses curriculum-based, computer-supported writing instruction to meet diverse needs and improve academic progress.

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Area of Science:

  • Education
  • Speech-Language Pathology
  • Special Education

Background:

  • Inclusive education models benefit students with diverse disabilities.
  • Collaborative teaching approaches enhance student outcomes.
  • Technology integration supports curriculum-based learning.

Purpose of the Study:

  • To describe a collaborative writing lab model for speech-language pathologists (SLPs).
  • To demonstrate how SLPs can foster language growth within the general education curriculum.
  • To illustrate the use of computer-supported, curriculum-based writing instruction.

Main Methods:

  • Implementing a writing lab approach with SLPs and educators.
  • Utilizing recursive writing processes (planning, drafting, revising, etc.).

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  • Providing instructional scaffolding, peer feedback, and computer support.

    • Main Results:

    • SLPs can address individualized student needs effectively.
    • Students can achieve general education curriculum goals.
    • Intervention designs can support social and academic progress for students with disabilities.

    Conclusions:

    • Collaborative writing labs are effective for promoting language development.
    • Curriculum-based, computer-supported writing instruction is beneficial for diverse learners.
    • SLPs play a vital role in inclusive academic settings.