The Delivery of Communication Therapy Services to Severely Handicapped Students: A Plan for Change

Abstract

Service delivery models used to provide communication therapy services to severely handicapped students are examined in this article. The authors contend that the traditional isolated therapy model (i.e., the provision of services in the therapy room) leads to a number of problems and thus is not the most effective service delivery model for severely handicapped students. An integrated therapy model (i.e., the provision of services in natural environments throughout the school day) is presented as an alternative service delivery model. A five-step plan for implementation of an integrated therapy model is discussed. Arguments against an integrated therapy model, as well as responses to those arguments, are provided.