ASHA Suppl. 1996 Spring;38(2 Suppl 16):35-44.
An array of inclusive service delivery models is recommended for the implementation of services to children and youths with communication disorders. Inclusive practices are intervention services that are based on the unique and specific needs of the individual, and provided in a context that is least restrictive. There are a variety of models through which inclusive practices can be provided, including a direct (pull-out) program, in classroom-based service delivery, community-based models, and consultative interventions. These models should be seen as flexible options that may change depending on student needs. The speech-language pathologist, in collaboration with parents, the student, teachers, support personnel, and administrators, is in the ideal position to decide the model or combination of models that best serves each individual student's communication needs. Implementation of inclusive practices requires consideration of multiple issues, including general education reform, cost effectiveness, and program efficacy. In addition, administrative and school system support, personnel qualifications, staff development, flexible scheduling, and the effects of inclusive practices on all learners need to be considered. At present, available research suggests guarded optimism for the effectiveness of inclusive practices. However, many critical questions have not yet been addressed and additional research is needed to assess the full impact of inclusive practices for students with communication disorders.
建议采用一系列包容性服务提供模式，为有沟通障碍的儿童和青少年提供服务。包容性做法是基于个体独特而具体需求的干预服务，并在限制最少的环境中提供。有多种模式可用于提供包容性做法，包括直接（抽出式）项目、课堂服务提供、基于社区的模式和咨询干预。这些模式应被视为灵活的选择，可能会根据学生的需求而变化。言语语言病理学家与家长、学生、教师、支持人员和管理人员合作，处于决定最能满足每个学生沟通需求的模式或模式组合的理想位置。实施包容性做法需要考虑多个问题，包括普通教育改革、成本效益和项目效果。此外，还需要考虑行政和学校系统的支持、人员资质、员工发展、灵活的日程安排以及包容性做法对所有学习者的影响。目前，现有研究对包容性做法的有效性持谨慎乐观态度。然而，许多关键问题尚未得到解决，需要更多研究来评估包容性做法对有沟通障碍学生的全面影响。
