Integration of handicapped students into regular public schools has given these students many opportunities for communication with nonhandicapped students. The need to assess language abilities and provide instruction within specific social and environmental contexts is documented in a study involving three moderately handicapped students and a nonhandicapped peer. The moderately handicapped students in this study altered their language production as a function of the listener. With the nonhandicapped peer, all three handicapped students were less productive. Suggestions for intervention and future research are discussed.
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