SLPs are increasingly likely to find limited English proficient (LEP) clients on their caseloads. Little is known about how SLPs provide these services. This descriptive, case-based study examines how a monolingual English-speaking SLP works with an interpreter to provide early intervention services to a preschool child with limited English proficiency.
|Advisor:||Brady, Kathryn W.|
|Commitee:||King, Amie M., Klopfenstein, Marie|
|School:||Southern Illinois University at Edwardsville|
|Department:||Special Education and Communication Disorders|
|School Location:||United States -- Illinois|
|Source:||MAI 54/05M(E), Masters Abstracts International|
|Keywords:||Bilingualism, Culturally and linguistically diverse population, Early intervention, Speech therapy, Speech-language pathologist|
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