The presence of therapists in early childhood special education programs has grown in recent years and will grow even more during the next few years. Research has shown that inclusion of therapists in an educational setting does not ensure integration of therapy technologies or integration of the therapists themselves into the social fabric of the education center. There are numerous sources of conflict between therapists and educators. Each of these sources is discussed in the ensuing article. Finally, a model for training is presented. This model is designed to improve the integration of therapy and therapists into early childhood special education environments.
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