Implementation of and Barriers to Collaborative Practices in the Public School Setting: A Survey of New York State Speech-Language Providers

Abstract

Collaboration between professionals allows for optimal student outcomes in the school setting. A shift in the educational system, including the reauthorization of the Individuals with Disabilities Education Act (IDEA) in 2004, the use of Multi-Tiered System of Supports (MTSS) and changes in curriculum standards have increased the need and expectation for school-based speech-language providers to engage in collaborative practices. The aim of this study was to identify practices used in speech-language providers in public schools to collaborate and barriers to collaboration. To address this question, speech-language providers working in public schools (n = 151) were surveyed. Data was analyzed both qualitatively and quantitatively. Most collaborated regularly with special education teachers, occupational therapists (OTs), and school psychologists. Lack of time was reported to be a major barrier to more significant collaboration. Few providers reported having shared planning time with special education teachers. Clinical practices, implications, and real-world solutions are discussed.

Keywords

speech-language services collaborative practices clinical implications and solutions

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