Using a Social Model to Guide Individualized Education Program Development and Change Educational Paradigms to Be...

Area of Science:

• Education
• Disability Studies
• Speech-Language Pathology

Background:

• The Individuals with Disabilities Education Act recognizes disability as a natural human experience.
• Current special education, including speech-language services, often focuses on individual remediation rather than environmental factors.
• This approach overlooks available supports and resources for students with disabilities.

Purpose of the Study:

• To introduce a social model of disability framework for developing Individualized Education Programs (IEPs).
• To advocate for a paradigm shift in educational approaches to language and communication for students with disabilities.
• To promote critical inclusion within the speech-language pathologist's role in the IEP process.

Main Methods:

• Discussion of a new theoretical framework, critical inclusion, within the context of the IEP process.
• Argument for an integrative service delivery approach using the social model of disability.
• Application of the Social Communication and Engagement Triad framework for assessment, IEP goal development, and service delivery case examples.

Main Results:

• The social model of disability offers a framework for IEP development that addresses environmental barriers.
• Integrative service delivery through the social model can enhance support for students.
• The Social Communication and Engagement Triad provides practical examples for assessment and goal setting.

Conclusions:

• Speech-language pathologists and educators must foster inclusive environments that celebrate diversity.
• Adopting a social model of disability in the IEP process supports equitable and inclusive education.
• This approach empowers practitioners to create learning spaces where all students belong.