SP in Schools project 2017 Low Res V2

Role of teachers and speech pathologists in the educational setting

need to be assisted to acknowledge the added value you as a speech pathologist can bring to their educational context, and you as a speech pathologist must be able to maintain your intervention focus. A mutual acknowledgement of each professions skills and knowledge base and a shared language is also really important. Teachers can take the opportunity to observe and reinforce strategies being taught, and you as a speech pathologist will gain a greater understanding of the skills the student needs to succeed in the classroom, curriculum and social context. For students receiving intervention services, in class intervention means that valuable instructional time from their teacher is not missed and promotes greater opportunities for generalisation. As well, “at-risk” children who would not otherwise receive speech pathology services directly, may benefit from the enhanced language environment achieved through your collaboration with their teacher. Communication regarding the whole service with the principal of the school is also essential. After a plan has been developed with a specific teacher, you may need to inform the principal about the plans you have put in place together. Then check-in frequently and measure your impact. Plans need to be well detailed and include the consent of the teacher(s). When you speak with the principal, it is essential you use current terminology to describe how your new approach fits into the way in which the school provides their educational programs. You and your teaching colleagues might also invite the principal to visit during your time in the classroom.

Your roles as the speech pathologist in schools may include one or more of the following: • Practitioner : undertaking assessment and management of students’ learning needs; Consultant: providing information, resources and advice on supporting the learning of students with speech, language and communication needs, to other educators and families; Advocate and capacity builder : advocate for changes to address policy or practice • • barriers to involvement in activities and participation, faced by children in educational settings; Educational team member : working collaboratively with a range of personnel; Coach/mentor: supporting educational staff to develop their ability to provide appropriate supports for students;\ Educator: providing theoretical and practical information about how SLCN and language communication needs impact on education outcomes across all curriculum areas; Clinical supervisor of tertiary level students: disseminating expertise regarding the impact of communication, mealtime support needs on educational outcomes and the student’s well-being; Researcher: addressing professional and service issues. • • • • •

View videos of interviews with principals, teachers, speech pathologists and parents. Visit goo.gl/Hd6krV

Reference McKean, C., Law, J., Laing, K., Cockerill, M., Allon-Smith, J., McCartney, E., & Forbes, J. (2016). A qualitative case study in the social capital of co-professional collaborative co-practice for children with speech, language and communication needs. International Journal of Language Communication Disorders , 52(4), 389–539. doi:10.1111/1460-6984.12296


Speech Pathology Australia: Speech Pathology in Schools Project

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