Describes approaches to language intervention, backed by decades of clinical research, and heavy on clinical intervention tips (Yay! Seriously, this one is good!) For example, they suggest avoiding auxiliary-fronted sentences such as “Is she washing the car?” during intervention activities for children with language disorders who aren’t using “is” in declarative sentences, because it may further support their tendency to say, “She washing the car.”
Discusses how state-level disability determination rules (provides per-state charts) and changes to the DSM can impact student services.
Examines and redefines what communicative competence is—not something the child alone demonstrates, but something that exists among communication partners and dependent on the communication environment.
Examines similarities and differences between two approaches to supporting and advocating for people with disabilities: “rights-based” (everyone deserves equal rights) and “person-centered” (“all people are unique and have their own specific goals and dreams”), and provides options for dealing with these two “equally valid but often unequally considered approaches”.
Remember discussing the ICF-CY before? This tutorial provides an example of how to apply it to a bilingual school-aged child.