Smith Vanessa Khouri, Prelock Patricia A
University of Vermont, Burlington.
Lang Speech Hear Serv Sch. 2002 Apr 1;33(2):124-129. doi: 10.1044/0161-1461(2002/010).
Although the American Speech-Language-Hearing Association (ASHA) includes case management among the responsibilities for school-based speech-language pathologists, there is limited information in the speech-language pathology literature describing models of, or best practice for, case management in the schools. Recent amendments to the Individuals With Disabilities Education Act (1997) focusing on enhancing students with disabilities involvement and progress in the general curriculum and participation in state- and district-wide assessment suggest that the speech-language pathologist serving as case manager should effectively coordinate appropriate accommodations and adaptations. The authors describe a case management model for speech-language pathologists working with school-age children who have multiple needs. The skills necessary for effective case management are outlined and functional outcomes are demonstrated with a child and family story.
尽管美国言语语言听力协会（ASHA）将病例管理纳入了学校言语语言病理学家的职责范围，但言语语言病理学文献中关于学校病例管理模式或最佳实践的信息有限。《残疾人教育法》（1997年）最近的修正案侧重于提高残疾学生在普通课程中的参与度和进步，以及参与州和地区范围的评估，这表明担任病例管理者的言语语言病理学家应有效地协调适当的便利措施和调整。作者描述了一种针对有多种需求的学龄儿童的言语语言病理学家病例管理模式。概述了有效病例管理所需的技能，并通过一个儿童和家庭的故事展示了功能结果。
