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Advances in psycholinguistics have identified cognitive mechanisms that may account for the phenomena of whole-word phonology and phonological templates in normally developing children. Deficits in these same mechanisms may also account for certain types of disordered phonologies. In this paper, these cognitive mechanisms are described, strategies for identifying wholeword phonological patterns in normal and disordered phonologies are proposed, and intervention strategies that draw on these same mechanisms as a way to overcome their inappropriate persistence are recommended. [ABSTRACT FROM AUTHOR]

An inclusion classroom is proposed as a service delivery model for children with severe intelligibility problems (often diagnosed as developmental apraxia of speech or DAS). This full-day year-round kindergarten classroom was developed through a partnership involving university faculty and school district personnel interested in the assessment and treatment options for these children. The classroom is unique in that it pairs children with phonological disorders with individuals who have speech and language behaviors that are typically developing. In addition, a speech-language pathologist is teamed with a regular kindergarten teacher for instructional purposes. Academic information is presented along with activities designed to improve speech production capabilities. This article first discusses clinical issues associated with identifying and treating DAS. Then aspects of program development are presented, including the successes and areas for improvement identified since this classroom's existence. Copyright (c) 1999 by Aspen Publishers, Inc. [ABSTRACT FROM AUTHOR]