Unpacking the Standards for Intervention The role of the speech-language pathologist to enable the academic success of students with speech-language impairments using the standards and general curriculum is well established (Haskell, 2004; Power-deFur, 2010; Wallach, 2008). The Common Core Standards Initiative (2011a) emphasizes that “students with disabilities…must be challenged to excel within the general curriculum” ... Article
Article  |   March 2012
Unpacking the Standards for Intervention
Author Affiliations & Notes
  • Lissa Power-deFur
    Longwood University, Farmville, VA
  • Perry Flynn
    The University of North Carolina Greensboro, Greensboro, NC
  • © 2012 American Speech-Language-Hearing AssociationAmerican Speech-Language-Hearing Association
Article Information
Development / School-Based Settings / Language Disorders / Social Communication & Pragmatics Disorders
Article   |   March 2012
Unpacking the Standards for Intervention
SIG 16 Perspectives on School-Based Issues, March 2012, Vol. 13, 11-16. doi:10.1044/sbi13.1.11
SIG 16 Perspectives on School-Based Issues, March 2012, Vol. 13, 11-16. doi:10.1044/sbi13.1.11

The role of the speech-language pathologist to enable the academic success of students with speech-language impairments using the standards and general curriculum is well established (Haskell, 2004; Power-deFur, 2010; Wallach, 2008). The Common Core Standards Initiative (2011a) emphasizes that “students with disabilities…must be challenged to excel within the general curriculum” (p. 1). The key for the success of students with disabilities is how special education professionals use the standards to enable the success of students with disabilities. The purpose of this article is to provide an approach for using the standards to identify appropriate targets and design intervention.

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