The Bridge School: A Community of Practice in AAC The dynamic of the clinician/ researcher relationship is give and take. No individual or group has a lock on good ideas. Rather, both researchers and clinicians possess unique skills and experiences that are enhanced when they are combined in collaborative efforts. . . (Meline & Paradiso, 2003, p. 281) ... Article
Article  |   June 01, 2005
The Bridge School: A Community of Practice in AAC
Author Affiliations & Notes
  • Mary Hunt-Berg
    The Bridge School, Hillsborough, CA
Article Information
Augmentative & Alternative Communication / School-Based Settings / Articles
Article   |   June 01, 2005
The Bridge School: A Community of Practice in AAC
SIG 16 Perspectives on School-Based Issues, June 2005, Vol. 6, 7-11. doi:10.1044/sbi6.2.7
SIG 16 Perspectives on School-Based Issues, June 2005, Vol. 6, 7-11. doi:10.1044/sbi6.2.7
The dynamic of the clinician/ researcher relationship is give and take. No individual or group has a lock on good ideas. Rather, both researchers and clinicians possess unique skills and experiences that are enhanced when they are combined in collaborative efforts. . . (Meline & Paradiso, 2003, p. 281)
Bridging the gap between research and practice to provide optimal outcomes for individuals with complex communication needs is central to the use of best clinical practices in speech-language pathology, including the field of augmentative and alternative communication (AAC). In optimal situations, clinicians and educators consider the best available and current research findings as a component of their intervention planning, while researchers depend on clinicians and educators to provide direction to their research questions (Schlos-ser, 2003).
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