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Speech Pathology Australia: Speech Pathology in Schools Project
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.
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
Role of teachers and speech pathologists
in the educational setting
View videos of interviews with principals,
teachers, speech pathologists and parents.