Teachers and SLPs must work together better to help students with developmental and other language disorders in classrooms
The big picture:
We all know this is true. But:
- there’s a dearth of evidence to tell us how, exactly, to do it properly; and
- we run into all sorts of logistical and other practical obstacles when we try.
Why it matters:
Interprofessional collaboration to support students with language disorders requires human, financial and material resources. We need:
- time, e.g., to to talk and with each, and to work together with students and families to coordinate help;
- teachers and speech pathologists (SLPs) to have up-to-date knowledge about language disorders and how to support students at school; and
- access to evidence-informed instructional materials and strategies to support students’ academic and social participation, including tools to help increase oral and written language skills.
Zoom in:
At the moment, at least in many parts of Australia:
- education and health cultures and systems are not sufficiently integrated to enable teachers and SLPs to work together properly to support students with language disorders in mainstream schools. (NSW is particularly atrocious thanks to decades-long turf wars and the reluctance or inability of health and education bureaucrats to work together);
- existing funding systems and settings do not incentivise interprofessional collaboration between teachers and SLPs sufficiently;
- lots of teachers (and some SLPs) don’t know enough about developmental language disorder (DLD) and other language disorders, and how to help affected students in primary and high school, despite the concerted efforts of advocates, organisations, research groups and SLPs; and
- too often, the focus of meetings between teachers and SLPs is on accommodations and compensatory strategies, rather than on how to help students improve their speaking and writing skills to increase participation and success.
What to watch:
- Time: In Australia, Federal and state governments are designing a new Foundational Supports system to support students with developmental delay and disability in mainstream settings like schools. It is unclear what role SLPs will play in actually delivering services. But, as a system, Foundational Supports may help teachers and SLPs collaborate better to support students with language disorders.
- Knowledge: More low cost (and free) on-demand training resources are available to help teachers and SLPs understand language disorders and how to help students in classrooms.
- Instructional materials: Academic and clinical SLPs are doing our best to translate peer-reviewed research into practical resources that can be used in schools to help students with language disorders to increase their functional oral and written language skills and participation.
Bottom line:
Teachers and SLPs need time, knowledge and resources to collaborate and to deliver evidence-based instruction to students with language disorders at school. We have a long way to go, but things are looking much better than a decade ago thanks, in large part, to the efforts of advocates, families and professionals.
Go deeper:
What Works in Collaboration? Identifying Key Ingredients to Improve Service Delivery in Schools (unfortunately, paywalled)
Read more:
Developmental Language Disorder (DLD): A free guide for families – 3rd edition
NAPLIC | Developmental Language Disorder Resources
Moor House Research & Training Institute
Language therapy works. But can we make it better?
Resources:
Hi there, I’m David Kinnane.
Principal Speech Pathologist, Banter Speech & Language
Our talented team of certified practising speech pathologists provide unhurried, personalised and evidence-based speech pathology care to children and adults in the Inner West of Sydney and beyond, both in our clinic and via telehealth.
