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Elementary School Speech-Language Pathologists' and Classroom Teachers' Collaboration Experiences.

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Speech-language pathologists (SLPs) and teachers desire collaboration for student success but face challenges. Building relationships is key to increasing collaborative practices in elementary schools.

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Area of Science:

  • Education
  • Speech-Language Pathology
  • Collaborative Practices

Background:

  • Evidence shows collaboration between speech-language pathologists (SLPs) and teachers enhances student speech, language, and literacy outcomes.
  • Despite proven benefits, collaboration between SLPs and teachers in elementary schools is infrequent.

Purpose of the Study:

  • To explore the experiences and perspectives of elementary school SLPs and teachers regarding collaboration.
  • To understand the barriers and facilitators influencing collaborative service delivery.

Main Methods:

  • A qualitative interview study was conducted with 13 SLPs and 16 elementary teachers.
  • Semistructured interviews with matched prompts were analyzed using qualitative analysis.

Main Results:

  • SLPs and teachers dedicate minimal time to collaboration, with SLPs rarely involved in classroom interventions.
  • Teachers are receptive to classroom-based interventions.
  • Both groups expressed a desire to collaborate but identified challenges like time constraints, goal targeting difficulties, and classroom distractions.

Conclusions:

  • SLPs and teachers concur that collaboration is beneficial for student achievement and current practices are suboptimal.
  • Establishing strong professional relationships is crucial for fostering collaboration.
  • Both professions indicated a willingness to engage in collaborative efforts.