Description: This unique book emphasizes an intervention approach that is centered around school and family, rather than the clinical environment. It highlights the nature and needs of the language-disordered child; the critical role parents must play in these children's education; the function of the classroom as a language laboratory; multicultural issues in education and assessment; and development of a sound preschool program, both the philosophy behind it and the services offered. The content draws from the authors' extensive experience at the School for Language and Communication Development in North Bellmore, New York.

FEATURES

- Two full chapters deal with parent and family issues.

- Emphasis on the practical application of intervention in the preschool setting focuses on issues of real importance to the classroom teacher.

- A complete anatomy of a successful school program provides a detailed picture of how the intervention model is applied in a real-life setting, and gives students crucial instructional guidance on procedural methodology for their classroom.

- Analysis of education laws and regulations that have an impact on the preschooler with a language disorder shows students how the law works and does not work for these: children.

- A detailed analysis of classroom procedures is provided for the special education teacher who must facilitate learning of a) different types of handicapped children and, b) children with handicaps and without handicaps. The classroom is described as a language laboratory to integrate children.

- A clinical-educational model is presented so that inclusion can be achieved by understanding the barriers that interfere with educational integration.

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