A Qualitative Study on Speech and Language Intervention in the Inclusive Classroom

Park, So Hyun

ORIGINAL ARTICLE

Commun Sci Disord. 2010;15(4): 603-618.

So Hyun Park^`

박소현(So Hyun Park)

ABSTRACT

Background & Objectives
As the importance of educating children with developmental delays in the inclusive classroom has been recognized, more children with language Eelays have been integrated into inclusive preschools. Recently, increased attention has been given to providing speech therapy within the integrated environments. Thus, the traditional method of pull-out language intervention requires modification to meet the needs of the current system. The purpose of the present study was to investigate the current state of speech and language intervention provided in the integrated settings.
Methods
In-depth interviewing was used for data collection. Six speech and language pathologists (SLPs) who had been working in the integrated preschool settings participated in the study. All interviews were audio-taped and transcribed. The transcripts were analyzed by the constant comparative method of qualitative analysis.
Results
Participants described their experiences in the pull-in speech and language intervention. Three themes emerged from the analysis: 1. the difference between pull-in and pull-out in assessment, intervention goals and methods; 2. the difficulty in pull-in speech and language therapy; 3. recommendations for future speech and language program providers in the inclusive settings. Each theme included subthemes.
Discussion & Conclusion
The results from the present study indicate that the SLP’s roles in the inclusive classroom were somewhat different from those of traditional SLPs, and preparation for the new roles is necesary. based on the results of this study, there appear to be certain implications of the new inclusive system that could provide direction for those providing speech and language intervention services within an integrated preschool setting.