Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Evaluation of Push-In/Integrated Therapy in a Collaborative Preschool for Children with Special Needs

  • Stephen J. Hernandez (Author) Hofstra University image/svg+xml
    Stephen J. Hernandez is a member of the faculty in the Special Education Program at Hofstra University on Long Island, NY. Mr. Hernandez teaches courses in the Exceptional Child, Emotional and Behavioral Disorders of Children and Adolescents, Early Childhood Special Education Assessment and Inclusion.Mr. Hernandez earned his B.A. from Fordham University, his M.S. in Education from Long Island University-Brooklyn College, a Professional Diploma in Educational Administration from Fordham University and is completing his doctorate in Educational Administration and Policy Studies at Hofstra University. In addition to Mr. Hernandez’s work in academia, he has served children and adults with special needs for over thirty-five years as a classroom instructor as well as in various administrative capacities. Mr. Hernandez’s areas of research include cross cultural competencies of teachers and related service professionals and the characteristics of successful collaborative teaming. Mr. Hernandez is a member of the Council for Exceptional Children, the National Association for the Education of the Young Child and the American Academy of Special Education Professionals.
DOI
https://doi.org/10.64546/jaasep.176
Abstract
With support found in the literature for the utilization of push-in, or integrated therapy when providing speech language pathology, the use of a set of criteria for determining how therapy would be provided was evaluated in a preschool for children with special needs. Using a 5-item Likert scale, teachers and speech pathologists were surveyed regarding the criteria’s aide in determining how a student should be provided speech therapy. The collaboration that resulted from use of the criteria along with an assessment of the progress made by students receiving push-in services was also surveyed. Survey data indicated an affinity for the criteria, its facilitation of the collaborative process as well as the beneficial impact of push-in therapy on students’ development.
Keywords
Special Education Teachers, Preschool Children, Special Needs Students, Allied Health Personnel, Speech Language Pathology, Comparative Analysis
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How to Cite
Hernandez, S. J. (2012). Evaluation of Push-In/Integrated Therapy in a Collaborative Preschool for Children with Special Needs. Journal of the American Academy of Special Education Professionals, 7(2), 47-77. https://doi.org/10.64546/jaasep.176

Spring/Summer 2012

Article Information

  • Article Type Articles
  • Submitted April 16, 2012
  • Published June 15, 2012
  • Issue Spring/Summer 2012
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