Collaborative Practice Patterns for Included Students among Elementary Educators and Speech and Language Pathologists

Abstract

Models of collaboration between education professionals extol the advantages of inclusive classrooms and encourage Speech Language Pathologists (SLPs) and General Education Teachers (GETs) to apply the practice. However, instruction in a general education classroom may conflict with the therapeutic process, as the roles of the two professionals differ and skilled co-teaching poses implementation challenges. In this study we sought to discern the current practice trends occurring in classrooms in our area. We surveyed SLPs and GETs from several NJ public schools on their practices, preferences, and opinions regarding collaboration in treating and instructing children with speech and language problems.