This paper presents the findings of a small-scale classroom-based
research project. It was designed to attempt to explore the interrela
tionship of approaches used by therapists and teachers in the develop
ment of language and communication with children who have speech
and language disorders. In particular, emphasis is given to trying to
understand the way in which children 'make use' of what they are taught
as a way in to evaluating the effectiveness of the approaches used.
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