Making Guardians and Educators Feel Important, Included, and Heard

When I was a new SLP, I worked for an organization that emphasized a “Get In/Get Out” philosophy to therapy. Most of our effort was to go toward the treatment of the child, with little concern to guardian or teacher input. In this approach, once you had the standardized testing results, you had all the information you needed; outside input was relegated to other standardized measures, grades, and background medical information that might impact the possible outcome of therapy.

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