Teacher and speech-language therapist collaboration: being equal and achieving a common goal?

Abstract

Collaboration is a key aspect in developing effective educational provision for pupils with special educational needs. In this study, collaboration is conceptualized as a dynamic system for educational efforts which endorses collegial, interdependent and co-equal styles of interaction between teachers and speech and language therapists (SLTs). Twenty-five teachers and seventeen SLTs were asked to complete a questionnaire and participate in group discussions to provide information about their perception of collaboration with their colleagues at a school that caters for children with language and communication difficulties. Across qualitative and quantitative analyses, results consistently suggested that most teachers and SLTs see time commitment=constraints and rigid organizational structures as being the hindering factors in their collaborative workings with others. On the other hand, willingness to make professional changes and learn from each other, individual contribution and shared beliefs and values are seen as supportive factors. Teachers and SLTs see collaboration as a distinct, formal activity that can only occur within a prespecified time and space allocated to it, encouraging individuals to engage in prescribed activities while they remain within their own professional boundaries. Implications for policy and practice are discussed and issues for future research are raised.