Issue Introduction Speech-language pathologists employed in school settings typically work with a broad range of students with varying needs. They are fortunate to function in vibrant atmospheres with abundant opportunities to collaborate with educators, families, and other professionals. Such collaborations are particularly relevant for the increasing number of speech-language pathologists who ... SIG News
SIG News  |   April 01, 2008
Issue Introduction
Author Notes
  • Jennifer Kent-WalshGuest Editor
Article Information
Augmentative & Alternative Communication / SIG News
SIG News   |   April 01, 2008
Issue Introduction
SIG 12 Perspectives on Augmentative and Alternative Communication, April 2008, Vol. 17, 4-5. doi:10.1044/aac17.1.4
SIG 12 Perspectives on Augmentative and Alternative Communication, April 2008, Vol. 17, 4-5. doi:10.1044/aac17.1.4
Speech-language pathologists employed in school settings typically work with a broad range of students with varying needs. They are fortunate to function in vibrant atmospheres with abundant opportunities to collaborate with educators, families, and other professionals. Such collaborations are particularly relevant for the increasing number of speech-language pathologists who have students with AAC needs on their caseloads. The complexities of the communication requirements in academic settings and blurred professional roles in such critical areas as language and literacy for students with disabilities yield many opportunities, as well as challenges, for school-based clinicians.
This issue focuses on related topics, research, and best practices for AAC service delivery in school settings. The issue brings together a number of researchers and clinicians who have been focusing on school issues in their work and aiming to improve outcomes for school-age children with AAC needs.
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