Interprofessional Practice Aligns with New California Teacher Performance Expectations for Students with Complex Communication Needs

Autor/inn/en	Greene, Kai J.; Esposito, M. C. Kate
Titel	Interprofessional Practice Aligns with New California Teacher Performance Expectations for Students with Complex Communication Needs
Quelle	In: Journal of Special Education Apprenticeship, 12 (2023) 2, S.14-27 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-3454
Schlagwörter	Interprofessional Relationship; Teacher Expectations of Students; Special Needs Students; Speech Language Pathology; Augmentative and Alternative Communication; Special Education; Preservice Teacher Education; School Districts; College School Cooperation; Urban Schools; Specialists; Credentials; Allied Health Personnel; Special Education Teachers; California + Suchen Sie Ihr Suchwort? Sonderpädagogischer Förderbedarf; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehramtsstudiengang; Lehrerausbildung; School district; Schulbezirk; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Studienbuch; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Kalifornien
Abstract	Educators are bound to encounter students with a broad range of speech-language and communication needs in their respective classrooms. According to federal mandates, current and future teachers are required to implement inclusive practices, which involves providing access to communication for all students. This practitioner-focused article shares an interprofessional practice collaborative project developed between a university teacher preparation program and the speech-language pathology division of a large urban school district. As part of a requisite credential course on language development and early literacy skills, pre-candidate students in the education specialist credential program complete a course assignment led by a school-based speech-language pathologist with clinical specialization in augmentative and alternative communication (AAC). As a result, pre-service educational specialists gain valuable knowledge about integrative AAC practices for classroom purposes as aligned with the new California Teacher Performance Expectations for students with complex communication needs (CCN). (As Provided).
Anmerkungen	Journal of Special Education Apprenticeship. 2496 Prospect Drive, Upland, CA 91784. Tel: 909-985-8578; Fax: 909-985-8578; e-mail: snam@csusb.edu; Web site: http://www.josea.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01