A Survey of Speech-Language Pathologists’ and Teachers’ School-based Collaboration

Abstract

The purpose of this study was to describe collaboration between SLPs and teachers who work in a school setting. Eighty-seven SLPs and seventy-seven teachers responded to a survey from twenty-eight states and responses were analyzed using descriptive statistics and non parametric chi-square. It was found that SLPs are using the pull-out model alongside various collaborative service delivery models. Additionally, teachers and SLPs differ in whether they rate their collaborative experiences as positive, identification of one another as a collaborative partner. In regard to barriers, SLPs and teachers identify some barriers at a similar rate while SLPs report lack of awareness of roles and responsibilities and lack of training more often than teachers. There is progress to be made in utility of collaborative methods between teachers and SLPs, but the positive regard for collaboration is a promising first step. Addressing the disagreement between partnership and barriers of use should be a priority.