Collaborative Practices Between Teachers and Speech-Language Therapists When Teaching Reading Comprehension
Date of Conferral
11-3-2023
Degree
Ph.D.
School
Education
Advisor
Katherine Garlough
Abstract
The problem examined in this study was that special education teachers and speech-language providers have yet to fully understand how they can collaborate to deliver reading comprehension instruction to students with learning disabilities in integrated co-teaching classroom settings. Using a systems-thinking conceptual framework and basic qualitative research, the purpose of this study was to explore collaboration techniques between special education teachers and speech-language therapists. Participants were selected using a purposeful sampling method and consisted of 11 special education teachers and five speech-language providers in urban public elementary schools. The research questions focused on exploring how teachers and providers collaborate to teach reading comprehension skills to elementary school students with learning disabilities. Data analysis was conducted using a thematic analysis approach. Seven themes emerged from the data: special education teachers and speech-language providers show mutual respect; they engage in genuine dialogue; they are accountable; they work to align instruction; they engage in self-assessment; they are tenacious; and they remain committed to their roles and students. School leaders can use the results of this study to develop meaningful professional development to support collaboration, inform instructional strategies, and create cohesion between special-education teachers and speech-language providers as they support reading comprehension skills in elementary school students with disabilities.
Recommended Citation
Figueroa, Sayi, "Collaborative Practices Between Teachers and Speech-Language Therapists When Teaching Reading Comprehension" (2023). Walden Dissertations and Doctoral Studies. 15086.
https://scholarworks.waldenu.edu/dissertations/15086
