Original Research

Barriers in Collaborative Practice among SLP/Ts and Special Educationists Working in Special Education Settings

Jamshaid Haider Malik
Rehman Medical Institute Peshawar
Atia-ur-Rehman
Rehman Medical Institute Peshawar
Rabia Qamar
Rehman Medical Institute Peshawar
Rooma Imtaiz
Rehman Medical Institute Peshawar
Aysha Saghir Muhammad
Rehman Medical Institute Peshawar
Sehrish Bari
Rehman Medical Institute Peshawar

✉ Correspondence: Jamshaid Haider Malik Email: jamshaid002@outlook.com

DOI https://doi.org/10.70302/jpsim.v3i1.2204
Volume: 3, Issue 1 Pages: 20–26 Published: 15 Mar 2022
Received: 13 Nov 2021 Accepted: 08 Jan 2022 Published Online: 15 Mar 2022

Abstract

Objective

To investigate the needs of speech and language therapy service in special education settings. To specify that the particular speech language and communication needs of an individual cannot be sufficiently met by one clinician alone.

Methodology

A comprehensive survey questionnaire was employed to attain a clear view of the similarities and differences between the groups of professionals, their understandings of terminology, spoken language indicators of SLCN, associated academic needs, behavioral challenges, and professional barriers to meeting the children’s needs.

Results

Fluctuations in the response pattern for both groups were observed when it came to understanding of latest terminologies associated with SLCN, SLP/Ts were predominantly more aware of the terms than special educationists. Special education teachers were unexpectedly more aware of the academic and behavior features related to speech and language difficulties. However, training, advice as well as resource availability saw special educationists lacking whereas slp/ts showed a consistent pattern of having received the necessary training and resources.

Conclusion

A special education environment is designed to fulfill an individual’s needs, whether they be physical, sensory, cognitive or communicative and to achieve that goal, a compatible team of healthcare professionals and special educators is crucial. In this particular scenario, there is an impending need for both speech language pathologists/therapists and special educators to understand the prerequisites of each other’s role and more importantly how they can assist to provide better Individualized Education Plans(IEPs), improve peer and staff interactions, prevent undesired behavioral interactions, evolve the academic experience and the therapeutic intervention necessary to enhance the quality of life of an individual with speech-language and communication needs.

Keywords
Speech-Language and Communication Needs (SLCN) Special Education teachers Special Education settings Multi-professional collaboration

How to Cite This Article

Malik JH, Atia-ur-Rehman , Qamar R, Imtaiz R, Muhammad AS, Bari S. Barriers in Collaborative Practice among SLP/Ts and Special Educationists Working in Special Education Settings. J Pak Soc Intern Med. 2022;3(1):20–26. doi:10.70302/jpsim.v3i1.2204

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Conflict of Interest

All authors declare no competing interests.

Disclosed in accordance with ICMJE and COPE guidelines.

Funding

No specific funding was received for this research.

Funder information follows the Crossref Funder Registry standard.

Data Availability

Data are available from the corresponding author on reasonable request.

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