Abstract:
Collaboration between speech pathologists and teachers is accepted as best practice in supporting school-aged children and young people with speech, language and communication difficulties. As a result, there is a body of research which describes the activities and outcomes arising from speech pathologist/teacher collaboration. However, the concepts and practices adopted under the banner of “collaboration” are broad. The literature reflects a continuum of approaches extending from those founded within the medical model through to collaborative work which seeks to minimise or remove barriers in the learning environment, representative of the social model of disability. In this presentation, we will describe a systematic scoping review that took place in 2017 and 2018 to investigate whether the literature that exists about speech pathologist and teacher collaboration to support students with communication difficulties reflects approaches that upholds the principles of inclusive education.
Peer-reviewed literature published from January 2000 to September 2017 was searched in the ERIC, Education Source and PsychInfo databases. Two hundred and fifty-five records were identified and analysed, following PRISMA guidelines. Articles included in the final level of analysis were analysed to identify the concepts underpinning the speech pathologist/teacher collaboration, as well as the model of collaborative practices implemented. These data were then plotted across a continuum depicting where the speech pathologist/teacher collaboration sits in relation to the medical and social models of disability. In this way, we have been able to scope the existing literature and draw conclusions about whether empirical evidence about speech pathologist/teacher collaborations reflect inclusive practices. Gaps in the literature are evident. In this presentation, we will discuss these gaps, as well as the implications for speech pathologists and teachers.
Peer-reviewed literature published from January 2000 to September 2017 was searched in the ERIC, Education Source and PsychInfo databases. Two hundred and fifty-five records were identified and analysed, following PRISMA guidelines. Articles included in the final level of analysis were analysed to identify the concepts underpinning the speech pathologist/teacher collaboration, as well as the model of collaborative practices implemented. These data were then plotted across a continuum depicting where the speech pathologist/teacher collaboration sits in relation to the medical and social models of disability. In this way, we have been able to scope the existing literature and draw conclusions about whether empirical evidence about speech pathologist/teacher collaborations reflect inclusive practices. Gaps in the literature are evident. In this presentation, we will discuss these gaps, as well as the implications for speech pathologists and teachers.