Maria Claudia Franca Communication Disorders In Schools: Collaborative Scenarios !!link!!

This topic focuses on the work of (a Brazilian researcher in speech-language pathology and education) regarding how communication disorders manifest in school settings and, crucially, how collaborative scenarios between speech therapists, teachers, families, and school staff can lead to more effective interventions.

Collaborative scenarios include structured peer interactions, where classmates are guided to support the child with a communication disorder (e.g., allowing extra response time, using visual cues). França’s work shows this reduces stigma and fosters inclusion. This topic focuses on the work of (a

The Case of Maya, Grade 2. Maya has Autism Spectrum Disorder (ASD) with deficits in pragmatic language, specifically turn-taking and topic maintenance. The Case of Maya, Grade 2

The management of communication disorders in schools cannot be siloed. As academic standards rise and classrooms become more diverse, the "medical model" of pull-out therapy offers diminishing returns. By embracing collaborative scenarios—integrating therapy into the curriculum, addressing social skills in natural settings, and advising on systemic policy—SLPs can ensure that students with communication disorders do not just learn to speak, but speak to learn. As academic standards rise and classrooms become more

Communication disorders—including articulation deficits, language delays, fluency disorders, and hearing impairments—pose significant barriers to academic success and social-emotional development. In the school setting, the Speech-Language Pathologist (SLP) has traditionally operated under a "pull-out" model, remediation where students are removed from the classroom for isolated therapy sessions. While effective for specific deficits, this model often fails to generalize skills to the classroom environment.

The book is organized into 10 chapters, each addressing a specific aspect of communication disorders in schools. The chapters are grouped into three main sections:

Engaging general education teachers, special educators, and administrators to provide holistic student support.