All Theses, Dissertations, and Capstone Projects

Year of Award



Master of Science (MS)


College of Education & Allied Health


Communication Disorders and Deaf Education

First Advisor

Margaret Guzzardo


child, reading, syntax, comprehension, specialist, improvement, oral, language units


The, author of this paper initiated the team approach in which she set up a conference with the Remedial Reading Specialist and Learning Disabilities Specialist to discuss children who were receiving special instruction in those areas as well as in language. The author, as the Language Therapist, felt that if the children who were going to language class, reading class, and learning disabilities class were exposed to language concepts in all three classes, then their progress in language would occur at a more rapid rate than if these children touched upon language concepts only in their language class. Therefore, the team approach to language therapy was organized and developed in October, 1976. The actual team consisted of three professionals: Language Therapist, Remedial Reading Specialist, and Learning Disabilities Specialist. Much consultation was carried out with the classroom teacher in utilizing the language concepts in the classroom atmosphere. However, The classroom teacher was not included in the team approach. This paper proposes to discuss the procedures and results from the six-month period devoted to a team approach in language therapy with five children. It will attempt to show that a team approach is effective in integrating language and improving language skills in children with multiple learning deficits.

Document Type

Restricted Thesis

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.


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