From the Coordinator By the time you receive this issue of Perspectives, you will most likely be at the end of your school year, or close to that point. I know we all seem to have a balance of ambitious plans to do the types of things we don't have time to ... Coordinator's Column
Coordinator's Column  |   June 01, 2009
From the Coordinator
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School-Based Settings / Coordinator's Column
Coordinator's Column   |   June 01, 2009
From the Coordinator
SIG 16 Perspectives on School-Based Issues, June 2009, Vol. 10, 31-32. doi:10.1044/sbi10.2.31
SIG 16 Perspectives on School-Based Issues, June 2009, Vol. 10, 31-32. doi:10.1044/sbi10.2.31
By the time you receive this issue of Perspectives, you will most likely be at the end of your school year, or close to that point. I know we all seem to have a balance of ambitious plans to do the types of things we don't have time to do during the school year and the need to kick back and relax without feeling guilty for a change.
This issue of Perspectives fits perfectly into either mindset. It will take you on a wonderful and substantive adventure into many aspects of the SLP's role within the many aspects of language and literacy—whether that role be as a teacher, a collaborator, or an interventionist. We are fortunately well beyond the point of trying to debate whether literacy is a legitimate part of the SLP's role. It is more than just a statement within our ASHA Scope of Practice, highlighting that we address literacy, including reading, writing, and spelling. We have overwhelmingly embraced this concept and either live it on a daily basis or, at least, continue to try to figure out what exactly this means with the IEP children on our caseload, with the RTI children we are now seeing, and within the classrooms where we are increasingly collaborating.
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