Rational thinking in school-based practice.
OBJECTIVE
We reflect on Alan Kamhi's (2011) prologue on balancing certainty and uncertainty as it pertains to school-based practice.


METHODS
In schools, rational thinking depends on effective team processes, much like professional learning communities. We consider the conditions that are required for rational thinking and how rational team dialogue confronts uncertainties. We provide suggestions for how this dialogue can be used throughout the individualized education program (IEP) process to lead to more positive experiences for all team members as well as improved student outcomes.


CONCLUSIONS
Rational thinking in school-based practice may be manifest by closer adherence to the tenets [corrected] of the Individuals With Disabilities Education Improvement Act of 2004 (IDEIA), ultimately resulting in increased rational thought and improved student outcomes.
Clark
Mary Kristen
MK
Department of Communication Sciences and Disorders, 300 Ferguson Bld., UNCG, P.O. Box 26170, Greensboro, NC 27402, USA. mklove@uncg.edu
Flynn
Perry
P
D002648:Child; D003299:Cooperative Behavior; D004185:Disability Evaluation; D036262:Empirical Research; D055317:Evidence-Based Practice; D019983:Guideline Adherence; D006801:Humans; D033183:Interdisciplinary Communication; D007805:Language Development Disorders / Q000175:diagnosis / Q000628:therapy*; D010043:Outcome and Process Assessment, Health Care; D010348:Patient Care Team; D011369:Professional-Patient Relations; D011787:Quality of Health Care; D012572:School Health Services; D013064:Speech Disorders / Q000175:diagnosis / Q000628:therapy*; D013850:Thinking; D035501:Uncertainty