Meeting the Needs of Children with Communication Disorders: A Collaborative Approach between Speech-Language Pathologists (SLPs) and Classroom Teachers (CTs)

Abstract:

Approximately 912,064 students are enrolled in New York City public schools, with 157,352 receiving special education services. According to the NYC Department of Education (2024), 96.9% of students with communication disorders spend at least 80% of their day in general education classrooms. This qualitative interpretive phenomenological study aimed to explore the lived experiences of classroom teachers (CTs) and speech-language pathologists (SLPs) regarding their collaborative practices. The study examined perspectives of CTs and SLPs working together to support students in public school settings - from elementary through high school with the goal of improving educational outcomes for students with communication disorders. A total of 15 participants, including eight CTs and seven SLPs, took part in semi-structured interviews to provide in-depth insights into their interprofessional collaboration. The study was guided by the Interprofessional Collaboration (IPC) theory. Findings revealed that both CTs and SLPs recognized the importance of collaboration in supporting students with special needs. Participants emphasized the value of sharing ideas, knowledge, and expertise while working with students with communication disorders to enhance students’ academic achievement and communication skills. Key findings highlighted the strengths, facilitators, barriers, and practical strategies for effective collaboration.

These findings underscore the pivotal role of interdisciplinary collaboration in supporting students with communication disorders and suggest that schools should prioritize collaborative practices by offering targeted professional development opportunities that promote co-teaching and joint planning initiatives.

ZOOM LINK: https://zoom.us/j/4023055471