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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
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.
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.).
- 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.