Meeting the challenge of suspected developmental apraxia of speech throughinclusion

An inclusion classroom is proposed as a service delivery model for children with severe intelligibility problems (often diagnosed as developmental apr axia of speech or DAS). This full-day year-round kindergarten classroom was developed through a partnership involving university faculty and school di strict personnel interested in the assessment and treatment options for the se children. The classroom is unique in that it pairs children with phonolo gical disorders with individuals who have speech and language behaviors tha t are typically developing. In addition, a speech-language pathologist is t eamed with a regular kindergarten teacher for instructional purposes. Acade mic information is presented along with activities designed to improve spee ch production capabilities. This article first discusses clinical issues as sociated with identifying and treating DAS. Then aspects of program develop ment are presented, including the successes and areas for improvement ident ified since this classroom's existence.