# The Speech-Language Pathologist’s Handbook

# for Inclusive School Practices

by **Julie Causton, Ph.D.** Syracuse University and **Chelsea P. Tracy-Bronson, M.A.** Syracuse University

## Contents

- About the Forms
- About the Authors
- Foreword *Patrick Schwarz*
- Preface
- Acknowledgments
- 1 The Speech-Language Pathologist
- 2 Special Education
- 3 Inclusive Education
- 4 Collaborating with Others: Working within a Team
- 5 Rethinking Students: Presuming Competence
- 6 Providing Social Supports: Standing Back
- 7 Providing Academic Supports
- *Appendix* Useful Web Sites and Resources for Assistive Technology
- 8 Providing Behavioral Supports
- 9 Supporting You, Supporting Them: Self-Care
- *Appendix* Book Club Books, Articles, and Self-Care Books
- References
- Index

# About the Authors

## Julie Causton, Ph.D.

Julie Causton is an expert in creating and maintaining inclusive schools. She is Associate Professor in the Inclusive and Special Education Program, Department of Teaching and Leadership, Syracuse University. She teaches courses on inclusion, differentiation, special education law, and collaboration. Her published works have appeared in various journals. Julie also works with families, schools, and districts to create truly inclusive schools.

## Chelsea P. Tracy-Bronson, M.A.

Chelsea P. Tracy-Bronson is a former elementary educator focused on bringing inclusive educational opportunities to all. She is in the special education doctorate program at Syracuse University. Her work includes redesigning services to create inclusive special education and related service provisions.

# Rethinking Students

### Presuming Competence

This chapter introduces the concept of rethinking students, which entails knowing about the student and reflecting on how to see, treat, and work with them. It emphasizes the importance of describing students through their strengths and using age-appropriate, person-first language.

### Student Descriptions

- *Shawntell Strully*: 
  - Description by Parents: 22 years old, living independently with roommates, attending Colorado State University, interested in social issues.
  - Description by Teachers: Severely mentally retarded, hearing impaired, visually impaired, with a developmental age of 17-24 months.

These differing descriptions highlight how various perspectives can lead to different understandings of the same individual.

### Table 5.1: Examples of Person-First Language
| Say | Instead of | Because |
| --- | --- | --- |
| People with disabilities | The disabled or handicapped | Place emphasis on the person. |
| People without disabilities | Normal/healthy/typical | Assumes the opposite for students with disabilities. |
| Ella, the fourth-grade student | Ella, the student with Down syndrome | Omit relevant labels. |
| Communicates with her eyes/device | Is nonverbal | Focus on strengths. |
| Uses a wheelchair | Is confined to a wheelchair | Use possessive language. |
| Accessible parking spot | Handicapped parking spot | Accurate representation. |

### Begi n with Strengths

Reflecting on one’s beliefs about students can alter how educational professionals approach them. This chapter encourages reframing language to foster a more positive view of students, ultimately supporting their growth and potential.

### Table 5.2: Turning Lead into Gold
| A child who is judged to be | Can also be considered |
| --- | --- |
| Learning disabled | Learning differently |
| Hyperactive | Kinesthetic |
| Impulsive | Spontaneous |

### Presume Competence

Educational professionals should presume every student is capable. This approach aligns with the “least dangerous assumption,” suggesting that in the absence of absolute evidence, the assumption of a student's capabilities is vital.

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This condensed overview emphasizes key themes and practical applications of the principles outlined in the handbook.