ASHA Suppl. 1991 Mar(5):44-50.
Collaborative service delivery can augment traditional methods for serving students with language-learning disorders in the public schools. In collaborative service delivery, the speech-language pathologist is an integral member of a transdisciplinary team consisting of educators, parents, and the student. Team members collaborate to formulate a single educational program for each student. The team devises all treatment goals, assessment methods, intervention procedures, and documentation systems to enhance the student's academic and social functioning in the school environment. All team members are aware of the student's entire curriculum, and team members typically share responsibility for specific educational goals. Most special services, as well as regular instruction, take place within the classroom. Administrative support is crucial to the implementation of collaborative service delivery. Effective collaboration requires that team members be allotted time to meet outside of their classroom duties. In addition, cooperation among team members is essential. Potential team members must be willing to pool their expertise and abandon notions of professional "turf." The implementation of collaborative service delivery may require some adjustment in the way speech-language pathologists and other educators perceive their roles in public school settings. However, this service delivery model holds great promise for providing services to maximize the functional potential of students with language-learning disorders.
合作服务提供模式可以补充公立学校为有语言学习障碍的学生提供服务的传统方法。在合作服务提供模式中，言语语言病理学家是一个跨学科团队不可或缺的成员，该团队由教育工作者、家长和学生组成。团队成员共同为每个学生制定单一的教育计划。团队制定所有的治疗目标、评估方法、干预程序和记录系统，以提高学生在学校环境中的学业和社交能力。所有团队成员都了解学生的全部课程，并且通常共同承担特定教育目标的责任。大多数特殊服务以及常规教学都在课堂内进行。行政支持对于合作服务提供模式的实施至关重要。有效的合作要求为团队成员分配在课堂职责之外的会面时间。此外，团队成员之间的合作也必不可少。潜在的团队成员必须愿意集中他们的专业知识，并摒弃专业“地盘”的观念。合作服务提供模式的实施可能需要言语语言病理学家和其他教育工作者对他们在公立学校环境中的角色认知做出一些调整。然而，这种服务提供模式在为有语言学习障碍的学生提供服务以最大限度发挥其功能潜力方面具有很大的前景。
