CLASS ACT - Overview

Collaborative Language And Speech Services: Alternative Classroom Treatment

CLASS ACT is a collaborative model which allows the speech-language pathologist to assess and treat communication impairments within the natural settings and, on a more global level, affords educators and speech-language pathologists the opportunity to enhance the learning of children with and without language/learning disabilities.

Traditionally, the most prevalent service model for speech-language pathologists working within the public schools has involved removing them from their classrooms for individual or small-group treatment sessions. As we face the demands of the twenty-first century of greater accountability, lifetime learning, and educational change, increasing support from specialists is sought by the classroom teacher. There is a definite need for improved oral and written communication skills.

There is a growing body of researched-based knowledge which supports collaboration by educators, parents, administrators, and specialists that will enhance a focus on holistic student learning needs for total school success. According to the American Speech-Language-Hearing Association (1991), this approach to service delivery does not necessarily replace the services provided to students under traditional models. Instead, it can be viewed as an expansion of services to the classroom, where students are expected to perform both academically and socially.

The goals of CLASS ACT training are:

To expand and enhance collaborative, integrated services to students with speech-language impairments in the least restrictive environment which will enable them to demonstrate their intellectual potential through thinking, listening, speaking, reading, and writing to promote positive, research-based collaborative service delivery options which are classroom/curriculum-based to provide information, resources, and strategies for integrated services which capitalize on the collective expertise of speech-language pathologists, teachers, administrators, and parents in meeting the individual needs of speech-language impaired students to encourage participants to actively become part of, expand, and advocate for collaborative team decision-making to ensure individual student success.