Abstract
This study explored how a school-based speech—language pathologist implemented a classroom-based service delivery model that focused on collaborative practices in classroom settings. The study used ethnographic observations and interviews with 1 speech—language pathologist to provide insights into how she implemented collaborative consultation and classroom-based intervention service delivery models. Five themes emerged: service delivery, curriculum-based intervention, scheduling, collaboration, and advocacy. Though the participant implemented a full range of service delivery models, findings provide helpful ideas for others implementing inclusive and collaborative practices in classroom settings.
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