Individuals with Disabilities Education Act guidelines for Individualized Education Programs (IEPs) require that students with disabilities should, to the fullest extent appropriate, receive services that promote academic achievement that are delivered within the general educational environment. In this clinical focus article, we will demonstrate how the inclusive practice service delivery model can assist speech-language pathologists (SLPs) with the development of educationally relevant IEPs. Twelve SLPs who saw at least 30% of their students in a general education context shared their perspectives on inclusive practice. Their responses were transcribed and coded using deductive qualitative analysis. Their insights were combined with relevant literature to demonstrate how inclusive practice promotes educationally relevant IEPs. We provided practical examples of using curriculum-based assessments and academic standards to gauge students' present levels of academic and functional performance. We next described how engaging with the school community and observing students in the educational environment assists with determining the effects of a student's disability on academic achievement and functional performance. We concluded by describing how an inclusive mindset helps to align services to meet students' needs. An inclusive framework can help create IEPs that promote students' access, engagement, and progress in age or grade-level curriculum, instruction, and environments by highlighting the impact of a disability on academic achievement and functional performance. https://doi.org/10.23641/asha.24354319.

There has been much discussion around when people use "I" versus "we" pronouns, and abstract versus concrete communications, as well as how each of these can shape communication effectiveness. In the current research we bring together these separate research streams. Drawing on research arguing that abstract and concrete language are linked with communicative scope, we argue for an association between linguistic abstractness and personal pronoun usage. Across three archival data sets and two experiments, we find support for this association: Speakers who use more concrete language also use more first person singular (vs. plural) pronouns. In two follow-up studies we further find that this association can impact message effectiveness, such that using more first person singular than plural pronouns is increasingly ineffective when using abstract rather than concrete language, and using more concrete language is increasingly effective when using first-person singular rather than plural pronouns. By illustrating the link between linguistic abstraction and pronoun use, we offer insights into previously documented phenomena and suggest a key way of enhancing communication effectiveness. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Meetings often seem to be a waste of time, but often they can be the best way to disseminate or collect information, make a decision, or solve a problem. A meeting should be held only if there is a good reason for it, and identifying that reason also serves to define the agenda for the meeting. Circulating a written agenda in advance is probably the most important element of a successful meeting. Meeting organizers should consider the purpose of the meeting when determining the number of participants and the time limit for the meeting. The leader must maintain a balance between control and openness; participants also have an important role in contributing to the success of a meeting.