From the Editor This issue provides much more than “light summer reading”! In her Coordinator’s column, Nan Ratner reviews the serious issues raised by the uncovering of the “Monster Study.” She offers a synopsis of the issues and sound counsel for professionals dealing with the fallout of the media frenzy around the ... Editorial
Editorial  |   August 01, 2001
From the Editor
Author Notes
Article Information
Fluency Disorders / Editorial
Editorial   |   August 01, 2001
From the Editor
SIG 4 Perspectives on Fluency and Fluency Disorders, August 2001, Vol. 11, 4-5. doi:10.1044/ffd11.3.4
SIG 4 Perspectives on Fluency and Fluency Disorders, August 2001, Vol. 11, 4-5. doi:10.1044/ffd11.3.4
This issue provides much more than “light summer reading”! In her Coordinator’s column, Nan Ratner reviews the serious issues raised by the uncovering of the “Monster Study.” She offers a synopsis of the issues and sound counsel for professionals dealing with the fallout of the media frenzy around the study.
In addition, two content-rich articles cover significant concerns regarding the provision of fluency services in the schools. In their article, Lisa Scott Trautman and Kristin Chmela recap the Division’s Task Force on Fluency Services in the Schools’ “Hot Topics” presentation at the 2000 ASHA Convention. Covering three critical issues: determining eligibility for services, developing curriculum-related IEP goals, and implementing appropriate service delivery models, the authors encourage speech-language pathologists in the schools to re-examine their district’s and state’s criteria for eligibility and dismissal, as well as rethink the nature of stuttering therapy within the context of IDEA, the general curriculum and the individual needs of the children on their caseloads. I have found the to-the-point information in this article to be essential to those working with children who stutter in the schools, and intend to make it required reading in my graduate Fluency Disorders course.
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