This type of “in classroom” therapy requires the speech therapist to maintain constant communication with other educators working with the same student. Other therapists may be included in the student’s education plan, such as occupational therapists, physical therapists and behavioral therapists. The involvement of these specialists allows the student’s specific educational plan to remain consistent and customized to provide the student with maximum results. In addition, frequent observation of the student by the educators and therapists will allow for the goals designed for that student to be more quickly reached, as well as to intervene when goals are not being reached. This will also allow the educators to design progress plans around that particular student’s specific capabilities and challenges. Observation and assessment also pinpoint delays or complications in the student’s learning and development.
This type of assessment and observation can be done in an inclusive situation where the student is integrated into a regular classroom setting with his or her peers. This can also occur in a specialized and segregated setting where the student may be severely disabled and requires a more specialized classroom environment. Children suffering from spectrum disorders such as autism can be placed in inclusive classroom settings if their degree of autism is on the low end. If the student, however, suffers from a high degree of autism and perhaps requires more one on one teaching, the individual will most often need to be placed in a specialized classroom setting.
Children with disabilities can certainly range from speech and learning disabilities to physical disabilities to spectrum disorders such as autism. It is important to note that regardless of the presence of a disability or not, all children have the right to an education. It is unlawful to not accommodate the learning needs