Semin Speech Lang 2008; 29(2): 155-163
DOI: 10.1055/s-2008-1079129
© Thieme Medical Publishers

AAC and RTI: Building Classroom-Based Strategies for Every Child in the Classroom

Sandra M. Grether1 , Linda Sue Sickman2
  • 1Division of Developmental and Behavioral Pediatrics, Cincinnati Children's Hospital Medical Center, Department of Communication Sciences and Disorders, University of Cincinnati, Cincinnati, Ohio
  • 2Assistant Professor, Department of Audiology, Speech-Language Pathology, & Deaf Studies, Towson University, Towson, Maryland
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Publikationsverlauf

Publikationsdatum:
21. Juli 2008 (online)

ABSTRACT

Educators were previously encouraged to use IQ-achievement discrepancy to identify children with learning disabilities. The Individuals with Disabilities Education Improvement Act promotes an alternative method, response to intervention, or RTI, not only to identify these children but also to provide early intervention to all children at risk for school failure. Children with complex communication needs who use augmentative and alternative communication (AAC) are at risk for failure in the classroom and can benefit from the educational supports provided through RTI. This article discusses the levels of support provided by RTI, the speech-language pathologist's role in RTI, and strategies and supports for achieving academic success for children who use AAC.

REFERENCES

Sandra M Grether, Ph.D. , CCC-SLP 

Associate Professor and Director of Speech Pathology, University of Cincinnati and Cincinnati Children's Medical Center Division of Developmental and Behavioral Pediatrics

MLC 4002, Cincinnati, OH 45229-3039

eMail: sandra.grether@cchmc.org