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I work in a district -- like most -- where once kiddos show some measure of communicating their "wants and needs," speech DECREASES their support/ therapy without regard for the academic proficiency of the student. This leaves teachers with the burden to bridge the gap for speech instruction for those kiddos with Autism who need further instruction in sentence building. Their academic instruction is, therefore, hindered by the lack of speech support.

What have you been able to do to address this issue?


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