SEALS’ Caseload Comments Earlier in the year, I sent an email to all ASHA State Education Advocacy Leaders (SEALS) asking them to recount a difficult caseload problem, and how they solved it. (SEALs is an outcome of ASHA’s 1999 Priority 1 initiative to establish a network of speech-language pathologists and audiologists who are ... Article
Article  |   October 01, 2000
SEALS’ Caseload Comments
Author Affiliations & Notes
  • Frances Block
    Northwestern University, Evanston, IL
  • Editors note: ASHA and Division 16 do not endorse the LANGUAGE! or any other training/teaching programs.
    Editors note: ASHA and Division 16 do not endorse the LANGUAGE! or any other training/teaching programs.×
Article Information
School-Based Settings / Articles
Article   |   October 01, 2000
SEALS’ Caseload Comments
SIG 16 Perspectives on School-Based Issues, October 2000, Vol. 1, 12-14. doi:10.1044/sbi1.1.12-a
SIG 16 Perspectives on School-Based Issues, October 2000, Vol. 1, 12-14. doi:10.1044/sbi1.1.12-a
Earlier in the year, I sent an email to all ASHA State Education Advocacy Leaders (SEALS) asking them to recount a difficult caseload problem, and how they solved it. (SEALs is an outcome of ASHA’s 1999 Priority 1 initiative to establish a network of speech-language pathologists and audiologists who are experts in school issues in their state.) We are pleased to be able to share four of the replies.
Many of my Middle School language students on my caseload, who have coexisting academic special education placements, are served as a group in their special education resource classroom. All students who are in the classroom at the time of my language lesson participate in the activities, whether they have an IEP with me or not.
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