Volume 7, Issue 4 (1978)
Identifying Language Disorders in Retarded Children
With the implementation of P.L. 94-142, multidisciplinary teams are faced with the task of evaluating, summarizing and interpreting data on children from a number of sources. Individualize deducational plans (IEPs) must be written incorporating developmental status data with learning and performance descriptions. It is clear that the psychologist and speech/language pathologist must coordinate their efforts to develop appropriate IEPs. The descriptive format to be presented here should prove a useful tool in this cooperative effort to meet the communication needs of the mentally retarded child.
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