An Intervention Focus for Inclusionary Practice.

eaders are now faced with some decision making concerning the types and contexts of service delivery available to support the needs of students with language learning impairment (LLI) in school-based settings. Six perspectives were offered as frameworks for developing the role of a speech-language pathologist in an inclusion classroom and determining the level of shared responsibility with other educational staff for planning, instruction, and evaluation. However, in adopting any combination of the six perspectives, the speech-language pathologist still must be responsible for (a) designing classroom activities that reflect the student’s individualized educational program (IEP) goals and objectives, (b) identifying specific oral language or literacy targets in classroom instruction, (c) developing performance criteria, (d) providing constructive feedback, and (e) ensuring sufficient opportunities for students to respond. Reexamination is now warranted of certain questions posed throughout the articles in this clinical forum.