Honors Projects

Abstract

Speech-language pathologists (SLPs) and special education teachers collaborate in an effort to improve student outcomes. Although studies have examined the nature of collaboration between SLPs and teachers in preschool and elementary settings, collaboration in secondary education settings has not been examined. This project addresses the following questions: How do high school based SLPs and special education teachers who collaborate perceive one another? What are the perceived benefits and barriers to collaboration? How do SLPs and special education teachers in a high school setting characterize collaboration? SLP and special education teacher teams in secondary education settings completed questionnaires and face-to-face interviews. Findings suggested that participants had positive impressions of each other’s expertise, therefore enhancing the quality of their collaborations. Despite the barriers experienced, they welcomed opportunities to collaborate with their colleague to improve student outcomes. Findings from this work may ultimately inform training/professional development efforts in educational settings where collaboration is an expectation.

Major

Communication Sciences and Disorders

First Advisor

Dr. Virginia Dubasik

First Advisor Department

Communication Sciences and Disorders

Second Advisor

Dr. Brooks Vostal

Second Advisor Department

College of Intervention Services

Publication Date

Spring 2014

Download

Share

COinS