How to Establish a Language-Rich Environment Through a Collaborative SLP–Teacher Partnership

Abstract

Students’ language skills are a foundational component to their overall success, indicating the importance of rich language environments in classrooms. It is critical for teachers to understand how to create an environment aimed at maximizing language as they’re likely to have students with language disorders in their classroom. Typically, teachers receive minimal training on students with language disorders and how to support them academically. This paper discusses the significance of interdisciplinary collaborative relationships between speech-language pathologists (SLPs) and general education teachers to achieve a language rich environment in the classroom. We (a) introduce the essential components to an effective SLP-teacher partnership, (b) address barriers and provide plausible solutions, (c) overview common types of language disorders, (d) provide tips on how to use language-supportive strategies, and (e) discuss different types of effective partnerships to support students.

Promoting Multilingual Skills in Children with Autism: Parent and Teacher Perspectives on Teaching ESL

“…Parents can provide details about their child's hobbies, which teachers can then utilize to customize language learning tasks. Utilizing collaborative methods can establish a positive and motivating atmosphere that improves language acquisition (Althiabi, 2021;Bakhsh, 2020;Stehle Wallace et al, 2022). Speech therapy can be advantageous for children with ASD who have delayed language development, as indicated by Chu et al (2020) and Sánchez Pérez et al (2020).…”

Understanding and Supporting Students Who Stutter: A Guide for Special Educators

“…For example, speech-language pathologists likely have advanced knowledge related to tailoring interventions to meet the unique needs of students, specifically students who stutter (Bauer et al, 2010). In contrast, teachers may enter a collaborative relationship with valuable information related to the student’s relationships with their peers (Bauer et al, 2010; Wallace et al, 2022). Despite these differences in knowledge and expertise, it is important for teachers and speech-language pathologists to view one another as capable professionals working toward a common goal (Pena & Quinn, 2003).…”

“…First, teachers may identify any feelings of ownership toward their classroom, and therefore may wish to initiate a relationship with the speech-language pathologist rather than waiting for them to request permission to enter their classroom (Pena & Quinn, 2003). Similarly, speech-language pathologists should remain respectful of the teacher’s classroom and teaching practices (Wallace et al, 2022). Teachers and speech-language pathologists may instead wish to begin their collaborative relationship on neutral ground, such as by attending a professional workshop geared toward collaboration in the school setting.…”

Repositioning Disability in Children’s Picture Books Through Classroom Read-Alouds

“…Strengths-based discussion prompts that address CCSS can also be used to collect data for IEP goals. The use of wh- questions is one strategy to promote a language-rich environment for students with language and communication disorders (Stehle Wallace et al, 2021). Young children may be prone to respond that the “problem” with the story is that the protagonist had a disability.…”