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Canadian Francophone School-Based SLTs' Perspectives on Their Involvement in a Tier 1 Interactive Reading Program: Collateral Benefits to the Shift in Practice
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Pamela Filiatrault-Veilleux; Paméla McMahon-Morin; Wenonah Campbell – Journal of Research in Special Educational Needs, 2025
Increasing use of tiered service delivery models that include universal, whole-class programming, is reshaping school-based speech-language therapists (SLTs)' roles in supporting inclusive education. Interactive reading programs, designed to enhance language and literacy skills of diverse learners, offer SLTs an evidence-based means to promote…
Descriptors: Foreign Countries, French, Speech Language Pathology, Allied Health Personnel