Interprofessional Education: Teaming for Transition From Adolescence to Adulthood for People With Significant Disabilities

Frazier, Kimberly F.; Whitby, Peggy Schaefer; Kucharczyk, Suzanne; Perryman, Kristi L.; Thomas, Johanna; Koch, Lynn C.; Bengtson, Ed

doi:10.1044/2019_pers-sig10-2018-0008

Cited by 4 publications

(1 citation statement)

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“…When they combine their unique expertise to work together, they may see remarkable improvements in the success of their students (Archibald, 2017). There is minimal training for teachers and SLPs on how to establish and maintain an effective collaborative partnership despite the literature showing the benefits for students (Frazier, 2019; Heisler & Thousand, 2019; Nevin et al., 2008). Thus, we follow Watts and colleagues’ (1994) four core characteristics to establish a fruitful SLP–teacher collaborative partnership: (a) cooperation, where two or more individuals work together on a joint task; (b) coordination, where two or more individuals adjust their perspectives, opinions, or work habits to ensure higher-quality teamwork; (c) cross-fertilization, where efforts are made to encourage the exchange of knowledge and skills; and (d) integration, or removal of boundaries between the two parties (Watts et al., 1994).…”

Section: Establishing Collaborative Slp–teacher Partnershipsmentioning

confidence: 99%

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

Wallace

Senter

Peterson

et al. 2021

TEACHING Exceptional Children

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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.

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