Abstract
This article describes the Philadelphia School District’s approach for providing an intensive level of language treatment by combining aspects of the traditional itinerant pull-out method with instruction received in the classroom. The speech-language pathologist assumes the roles of co-teacher, consultant, and direct treatment provider. This innovative program allows flexibility of programming and adjusts the level of effort to individual and classroom needs. Students with moderate to severe speech-language disorders are selected on a system-wide basis for this level of service. Initial resistance to the presence of speech-language pathologists in classrooms eases as students’ speech-language performance shows marked improvement. Preliminary data analysis indicates that the Language Resource Room model is a successful adjunct to traditional treatment modes.
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