Department of Communication Sciences and Disorders, 300 Ferguson Bld., UNCG, P.O. Box 26170, Greensboro, NC 27402, USA.
Lang Speech Hear Serv Sch. 2011 Jan;42(1):73-6; discussion 88-93. doi: 10.1044/0161-1461(2010/09-0043). Epub 2010 Jul 2.
We reflect on Alan Kamhi's (2011) prologue on balancing certainty and uncertainty as it pertains to school-based practice.
In schools, rational thinking depends on effective team processes, much like professional learning communities. We consider the conditions that are required for rational thinking and how rational team dialogue confronts uncertainties. We provide suggestions for how this dialogue can be used throughout the individualized education program (IEP) process to lead to more positive experiences for all team members as well as improved student outcomes.
Rational thinking in school-based practice may be manifest by closer adherence to the tenets [corrected] of the Individuals With Disabilities Education Improvement Act of 2004 (IDEIA), ultimately resulting in increased rational thought and improved student outcomes.
我们反思艾伦·卡米（Alan Kamhi）（2011 年）关于在基于学校的实践中平衡确定性和不确定性的序言。
在学校中，理性思维取决于有效的团队流程，就像专业学习共同体一样。我们考虑了理性思维所需的条件，以及理性团队对话如何应对不确定性。我们提供了一些建议，说明如何在整个个别化教育计划（IEP）过程中使用这种对话，为所有团队成员带来更积极的体验，并提高学生的成果。
基于学校的实践中的理性思维可以通过更紧密地遵守 2004 年《残疾人教育改进法案》（IDEA）的原则来体现，最终导致理性思维的增加和学生成果的提高。
