Inclusion is an educational philosophy that incorporates the needs of all children in one learning environment. Speech-language pathologists and audiologists provide services to children who have identified needs in the area of communication. Communication disorders include articulation, fluency, voice, and language impairments resulting from developmental disabilities, head injury, or other conditions. The services provided to these children should focus on optimizing communication in all learning environments.

Speech-language pathologists and audiologists in the schools are currently serving children in inclusive classrooms. In many cases, these children receive speech-language and/or audiology as their only special education service. In other cases, they may also be receiving various other special education services. In order to assist these professionals, the California Speech-Language-Hearing Association (CSHA) has developed this position statement on inclusion.

• Many definitions of inclusion exist. CSHA believes that inclusion incorporates:
  
• attending a student's home school
  
• attending school with age and grade peers
  
• bringing services into the general education classroom
  
• participating with natural supports
  
• representing natural proportions
  
• combining the expertise of general and special educators.

CSHA recognizes that inclusion offers potential benefits to all children. CSHA believes that children with speech, language, and hearing disorders should be with their age peers and not segregated because of their communication skills. In order to realize the benefits of inclusive education, many issues must be considered.

CSHA believes that inclusion must be within the continuum of options available to all children. Children who are served in an inclusive model may receive services from the speech-language pathologist and audiologist within any of these options appropriate to the child's unique needs:

• individual and small group services
  
• consultation services
  
• collaboration
  
• team teaching or co-teaching
  
• services provided in the general or special education classroom

CSHA believes that in order for the speech-language pathologist and audiologist to successfully serve children in inclusive settings, they must have appropriate training, certification, and utilize specialized knowledge and skills. To this end, speech-language pathologists and audiologists must continue to expand their professional skills through continued education in order to meet the changing needs of children with communication disorders.

CSHA believes that the speech-language pathologist and audiologist must receive the appropriate support in order to provide services to children in a variety of different settings. Such support includes:

• continuing education
  
• inservice training
  
• planning time
  
• time to consult with other members of the transdisciplinary team
  
• appropriate caseload size (see ASHA guidelines)
  
• financial support for materials and equipment

CSHA believes that ongoing open communication among team members, including the family and other service providers, is vital to the success of the child in an inclusive setting. In this communication, all team members will need to define their specific roles. CSHA believes that it takes flexibility from all team members in order to provide the most effective service delivery to meet each child's individual needs.

CSHA believes that communication is an essential component in learning for all children. It is critical that the speech-language pathologist and audiologist be involved in developing communication skills of children to ensure success in the classroom.

• to facilitate pragmatic/social/functional communication skills.
  
• to assist in classroom communication development.
  
• to assist in implementation of technology.
  
• to assist in ongoing program evaluation and revision.
  
• to develop academic skills when appropriate.

CSHA believes that the professional judgment of the speech-language pathologist and audiologist should be valued in the inclusive classroom. The speech-language pathologist has unique expertise in the areas of speech and language development and the impact on education. The audiologist has expertise in monitoring the listening environment and implementation of appropriate listening systems to ensure access to the learning environment.

CSHA believes that caseload considerations need to be fluid in order to provide effective and appropriate services to all children. Caseloads should be reviewed and modified so that professionals are able to meet the on-going varied needs of the children they serve.

CSHA believes that provision of services in an inclusive classroom has a positive impact on typical and special needs children. Service delivery should complement the activities of the general education classroom and not detract from the overall teaching.

CSHA believes that the role of the speech-language pathologist and audiologist should be to work cooperatively with general and special education staff to develop strategies to be incorporated throughout the teaching day. Additionally, it is the responsibility of the speech-language pathologist and audiologist to become familiar with the routine and curriculum of the classroom.

CSHA believes that in order to ensure successful inclusion, planning is essential. Meetings with parents and educators to brainstorm issues on how services will be provided in the inclusive classroom and ability awareness training should occur prior to the student starting school.

CSHA believes that speech-language pathologists and audiologists must participate in school-based, district-wide, and regional teams to develop inclusion plans.

Task Force Members:

Lynn Ruthenbeck, chair
Lisa Busalacchi
Vicki Jax
Sheila Levy
Judy Montgomery
Barbara Moore-Brown
Gina Nimmo, ex-officio