Less than 30% of speech pathologists do speech therapy inclusion. Yet, classroom based therapy gives us the opportunity to:
- Improve our relationships with teachers
- Have our therapy directly map onto academic goals
- Reduce our therapy planning by using the content and materials that teachers are developing each week
But how can we successfully make the transition from independent group therapy to reaping the rewards of collaborating with speech therapy inclusion?
6 Models for co-teaching in Speech Therapy Inclusion
Let’s talk about the 6 models for co-teaching to show how speech and language intervention can overlap with academic needs.
One Teaches – One Observes
The one teaches – one observes model is the most commonly reported model used by SLPs but also the least effective. We do gain information on what is going on in the classroom, but we don’t directly have an impact.
One Teaches – One Assists
The One Teaches – One Assists model is successful in one-on-one cases and is most prevalent with assistant teachers helping out in the classroom. We can see directly where the child is struggling and supply support to successfully complete lessons.
In Parallel Teach, we don’t split the content but we split the class in half. This allows you to interact with the children who need more attention.
In Station Teaching, you DO split the content. The teacher and SLP both do different things and then rotate through the students.
Alternative Teaching is what we see most often with special education assistants. The teacher is teaching the main group and you pull a small group aside that needs specific instruction.
The ultimate of all of these co-teaching models, is Team Teaching. The SLP and teacher go back and forth. Each adds something to the lesson as it is presented. This works great when the SLP is presenting a language rich book or lesson, and the teacher, who knows the students, can raise and lower the expectations of each child’s response and work.
Start at the level that is most comfortable for you, and move up the spectrum. Co-teaching and specifically team-teaching, give us the opportunity to influence writing, influence language and narrative development, pronunciation, and address the Core Curriculum.
Language is our super power and the better we are able to understand the requirements being put upon our students, the better we can help them excel.
If you want to learn more about this topic and want CEUs, check out our course: Breaking into the Classroom, Service Delivery in the Schools.