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Abstract

Special education teachers and general education teachers are individually and collaboratively responsible for meeting the needs of students with disabilities. Leveraging the expertise of speech-language pathologists (SLP) can be an important resource that teachers can use to collaboratively support the language and learning outcomes of students with disabilities. This special series features articles on how teachers, schools, and systems can strategically collaborate with SLPs and use evidence-based practices to maximize the efficiency and efficacy of assessment, instruction, and intervention for students with disabilities, including multilingual learners. This series also addresses the importance of a family-centered approach to successful collaboration. Authors focus on pedagogical practices, evidence of efficacy and effectiveness, examples for practitioner uptake and implementation, and recommendations for successful collaboration to support the language and learning outcomes of students with disabilities.

Keywords

collaboration speech/language pathologist special issue introduction

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References

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Collaboration to Support Language and Learning Outcomes for Students With Disabilities

Abstract

Keywords

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