Напишите исходя из данных текстов краткий пересказ. Since their inception in the early twentieth century, speech and language services in the schools have undergone profound fundamental changes in scope and focus. Initially, speech correctionists, speech specialists, or speech teachers worked primarily with elementary school children who had mild to moderate speech impairments in the areas of articulation, fluency, and voice. Children with more severe disabilities were placed in private schools or institutions, or were not provided services at all. That is no longer the case, however, due to a number of social, political, and professional influences.
During the 1960s a number of state and federal laws were passed addressing the responsibility of public schools to provide an education to children with disabilities. Although a vast number of children with disabilities remained unidentified or inadequately educated according to Taylor, these laws served as the foundation, both legally and philosophically, for legislation passed in the 1970s that brought about profound and widespread changes in the responsibility that schools must accept in educating children with disabilities.

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The Rehabilitation Act of 1973 was civil rights legislation that prohibited discrimination on the basis of disability in public or private programs and activities receiving federal financial assistance, including public education. This was followed in 1975 by the Education for All Handicapped Children Act, requiring that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs. The act was amended in 1986 to ensure services for children from birth through age two, and to place that responsibility with public agencies. This expansion of special education services was accompanied by the Regular Education Initiative calling for a partnership between general and special education to eliminate barriers between disabled and nondisabled children.
In 1990 the act was reauthorized once again, this time as the Individuals with Disabilities Education Act (IDEA), with a renewed focus on free appropriate public education in the least restrictive environment. In the same year, the Americans with Disabilities Act was passed, mandating reasonable accommodations for disabilities across all public and private settings, including private and public schools.
The IDEA Amendments of 1997 (IDEA 1997) is designed to retain the basic rights and protections that have been in the law since 1975 while strengthening the focus on improving results for children with disabilities. The primary focus of IDEA 1997 is to establish an educational process that promotes meaningful access to the general curriculum for each student with a disability. While landmark legislative initiatives were being enacted during the 1970s, an equally significant shift occurred in the professional domain with the expansion of scholarship in all language-related fields. This stimulated increased attention to disordered language as well as normal language acquisition, with a concomitant shift in the relative proportion of students receiving special services in the schools for language problems, as differentiated from speech problems. At the same time, there was an increase in awareness of the central role that language plays in academic achievement. The expanding learning disability movement had a significant impact on language services in schools, as a large proportion of services

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to students with learning disabilities focused on strengthening language skills. This was typically viewed as being within the purview of the speech-language clinician who was based in the school.
During the 1990s there was an increased awareness of the relationship between language and literacy (i. e. reading and writing). Language problems are both a cause and a consequence of literacy problems in children and adolescents. Spoken and written language have a reciprocal relationship – each builds on the other to result in general language and literacy competence, starting early and continuing through childhood into adulthood. Because of this, speech-language clinicians play important roles in ensuring that children gain access to appropriate instruction in reading, writing, and spelling. These roles include early identification and assessment, intervention, and development of literacy programs.
Speech-language clinicians test a child’s speech and language skills and decide if this child needs treatment. Each school has a process to get services started.
A child may get speech and language services alone or in a small group. Speech-language clinicians may go into the child’s classroom and work with his teacher. Speech-language clinicians work with the child on what he is learning in class. The goal of speech and language services is to help the child do well in school. Speech-language clinicians work as part of a team that makes sure that the child gets the services he needs.