Increasing Speech and Language Outcomes in Schools Through Teacher Training, Collaboration, and Co-Teaching Methods: Being Proactive With Language Intervention in the Classroom

Increasing Speech and Language Outcomes in Schools Through Teacher Training, Collaboration, and Co-Teaching Methods: Being Proactive With Language Intervention in the Classroom

Alicia DeSanto
Copyright: © 2024 |Pages: 14
DOI: 10.4018/978-1-6684-9904-7.ch012
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Abstract

This chapter will discuss the need for collaboration between related service providers and teachers within schools, specifically speech-language pathologists. SLPs possess a background knowledge of language and how it pertains to classroom success, leading to advanced reading scores. However, collaboration between SLPs and teachers still needs to be improved in many districts nationwide. The author will not only examine what knowledge already exists among teachers regarding speech-language pathology in schools and detail the research supporting collaboration but will also provide a framework for SLP-provided training for teachers in schools and discuss the different methods of intervention in schools, including other direct and indirect service delivery models. Implementing proactive measures will eventually lead to expedited identification of speech and language disorders, further classroom carryover, faster dismissal from pull-out services, and decreased caseloads for school-based SLPs.
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Introduction

At a time when the United States teacher crisis has made waves from coast-to-coast, urban to rural districts, pre-kindergarten to higher education, what can be done to help teachers feel successful within the classroom? While many factors play into a lack of new teachers joining the field, one common theme arises when discussing veteran teachers leaving the field: burnout. “Researchers have discovered that teaching is among the most stressful professions today; over 90% of educators have reported experiencing job-related stress, while an estimated 46% report “high daily stress” (Bottiani et al., 2019, p. 36; Larrivee, 2012, p. 8)”(Hurley, 2021). While learning loss due to the COVID-19 pandemic continues to be apparent in schools, the push for inclusion grows, yet support for teachers has stagnated in many districts across the United States. This chapter looks to solve one of the issues currently faced by many teachers across the United States: lack of support for communication disorders within the special and general education classrooms. The chapter will discuss the positive impact of collaboration and continued learning from related services. Support personnel could have on teachers and students, specifically discussing the role that speech-language pathologists could play in this collaboration.

Objectives of the chapter:

  • 1.

    Identify current issues related to teacher/SLP collaboration in schools.

  • 2.

    Identify the need for collaboration and supportive research for collaboration. (citing carryover services and the impact on dismissal from pull-out intervention)

  • 3.

    Provide a framework for the implementation of SLP-provided professional development sessions for teachers.

  • 4.

    Describe service delivery models in public schools.

  • 5.

    Discuss the ways educational leaders can implement change.

  • 6.

    Discuss future research opportunities.

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High Caseloads/Workloads

School-based Speech-Language Pathologists have been known for high caseloads, high paperwork demands, and large groups of students receiving services for years. A survey completed in 2007 found that 60% of SLPs reported their caseloads unmanageable, citing caseload size, years of experience, and collaboration time as confounding factors to the manageability of their job (Katz et al., 2010). While many states have started recognizing caseload caps for speech-language pathologists, there must be a consistent cap across the United States. Some of the caps are as low as 30 cases per SLP (Alabama), while some states range as high as 80 students per SLP (Ohio) (2022 State-by-State Caseload Guidance, 2022). It is a step in the right direction that some states are implementing caseload limits now, but much work continues to be needed to ensure that SLPs can meet the client's needs.

Many individual districts and some states have moved towards a workload model to determine the appropriate caseload size for speech-language pathologists. The American Speech and Hearing Association (ASHA) defines workload as “all activities required and performed by school-based SLPs. Workload includes the time spent providing face-to-face direct services to students as well as the time spent performing other activities necessary to support students' education programs, implement best practices for school speech-language services, and ensure compliance with the Individuals with Disabilities Education Improvement Act of 2004 (IDEA, 2004) and other mandates, such as additional school duties” (Caseload & Workload, n.d.). The workload model looks at all aspects of a caseload, including paperwork demands and severity of disorders served. New Jersey does not follow a caseload cap or a workload model; however, it is the only state limiting the total number of participants in a group serviced by the SLP to five (2022 State-by-State Caseload Guidance, 2022). No matter the caseload cap, the workload must be considered, or SLPs can be overwhelmed by the job demands, which causes burnout and impacts the students receiving services.

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