A Case for Collaboration in the Diagnosis and Remediation of Students with Language Learning Disabilities
Abstract
There is a lack of collaboration among educators responsible for diagnosis and remediation of language disabilities in children with learning disabilities. Evidence for this lack of collaboration and the need to establish collaboration are presented. Explanations for why collaboration may be difficult include issues ofterritoriality, philosophy, defmition, and eligibility criteria for services, exclusionary regulations, and training. A model for collaboration among learning disability teachers, school psychologists, andspeech/languagepathologists, andexamplesofcombinedefforts are described. A series ofquestions for specialists, university training programs, and State Education Agencies are presented.
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