The knowledge and perceptions of prospective teachers and speech language therapists in collaborative language and literacy instruction

Abstract

Successful collaboration among speech and language therapists (SLTs) and teachers fosters the creation of communication friendly classrooms that maximize children’s spoken and written language learning. However, these groups of professionals may have insufficient opportunity in their professional study to develop the shared knowledge, perceptions and attitudes required for effective collaboration. This study examined the knowledge and perceptions of student teachers and student SLTs in the areas of language concepts, junior school literacy curriculum, service delivery and professional collaboration. An online survey was completed by 58 student primary school teachers and 37 student SLTs in their final year of professional study. The results indicated that these groups possessed limited understanding of each other’s expertise in literacy curriculum and spoken language concepts. Both groups demonstrated minimal knowledge of spoken–written language relationships and how SLTs can assist to develop children’s orthographic knowledge. Participants demonstrated acceptance of indirect methods of classroom-based service delivery (e.g. SLT acting as a consultant) but were less accepting of direct methods of classroom-based service delivery (e.g. shared teaching). Both groups also reported minimal experience with SLT–teacher collaboration during their pre-service education. The data suggest pre-service inter-professional education (IPE) with a focus on children’s early literacy learning is warranted to prepare prospective SLTs and teachers for collaborative instruction that enhances children’s communication.