Abstract
Changes in educational philosophy are being reflected in the reduction of special education services that use a medical model. This article discusses how the move toward mainstreaming affects the traditional public school SLP role. Suggestions are presented for how to deliver inservices that describe the SLP as a "communication specialist" who is interested in analyzing a student's current curricular and social communication needs relative to teacher expectations. Guidelines for systematic screening procedures that identify at-risk populations as they make crucial shifts within the educational process are outlined. Premises for classroom-based intervention and specific goals for this type of programming are given, along with descriptions of five different models of SLP collaboration with educators and administrators.
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