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20 Ways for Classroom Teachers to Collaborate With Speech—Language Pathologists

Students with disabilities are increasingly receiving services in the general education classroom, and as a result, speech–language pathologists (SLPs) are using a variety of flexible models to meet the needs of these students. Although some schools continue to provide pullout service delivery models for speech–language therapy, many are increasing the number of hours SLPs spend in inclusive classroom settings (Katz, Fallon, Van Der Linden, & DiDonato, 2006). Collaboration among classroom teachers and SLPs is crucial to deliver effective treatment and services for students with speech–language impairments in an inclusive classroom setting (Ehren, Montgomery, Rudebusch, & Whitmire, 2007). Students who are at risk are more apt to receive appropriate intervention services and more continuity of care when a qualified team is establishing academic and communication objectives (Pena & Quinn, 2003). Banotai (2006) suggested that carryover and the long-term success of students with speech–language deficits depend on a collaborative approach because it allows the student to apply newly acquired communication skills in the general education classroom. Many challenges impede a successful collaborative relationship between classroom teachers and speech– language pathologists. MacDonald and Speece (2001) and Mastropieri (2001) asserted that effective classroom collaboration is difficult to implement and is often limited because of time constraints. Collaboration is also challenging given scheduling and planning difficulties (Kaff, 2004). Other constraints faced by teachers include the rigor of their curricula, large class sizes, lack of assistants in the classroom, and other responsibilities as faculty members. Challenges to collaboration for SLPs may include large caseloads, travel required between facilities to provide services, coordination of service delivery around curriculum blocks, and excessive paperwork (Katz et al., 2006; Whitmire & Eger, 2003). This column provides 20 practical strategies for classroom teachers and SLPs to work together collaboratively as they strive to meet the needs of the individual student in the least restrictive environment.