Logopedics, Vol. 12 No. 2, 2022.
Original scientific paper
https://doi.org/10.31299/log.12.2.3
Professional Collaboration Between Speech and Language Therapists and Teachers in Teaching Students with Dyslexia
Valentina Martan
orcid.org/0000-0002-4278-0194
; Sveučilište u Rijeci, Studij Logopedija, Radmile Matejčić 2, 51000 Rijeka, Hrvatska
Abstract
Collaborative work in school instututions implies the achievement of common goals and outcomes that
are effective for those who cooperate, but also for other members of the group. It opens opportunities
for learning, professional growth, and development. Achieving continuous professional collaboration
between speech and language therapists and teachers is the key factor in quality teaching of students
with dyslexia. The purpose of this paper is to analyze the structure of teachers’ responses on the Perceived
Support from a Speech and Language Therapist Scale, to identify features and activities that teachers
view as positive and contributing to support, and to identify features that they view as inadequate.
The target sample consists of 127 teachers from six counties of the Republic of Croatia (87.4% female
teachers; M = 43 years; SD = 9,583). All teachers are employed at elementary schools that have speech
and language therapists and have had experience in teaching students with dyslexia. For the purpose
of the study, the Perceived Support from a Speech and Language Therapist Scale was constructed,
consisting of items examining the level of support received in various aspects of individualized teaching
and assessment, as well as collaboration with parents of students with dyslexia. Exploratory factor analysis
revealed a one-factor structure of the scale with high reliability. The results clearly indicate that teachers
perceive the support of speech and language therapists in the creation of individualized curricula, the
implementation of methodological-didactic procedures in the classroom, the creation of assessment
criteria and cooperation with parents of students with dyslexia. The conducted research confirms the
important contribution of speech and language therapists in elementary schools in supporting teachers
in implementing individualized instruction for students with dyslexia.
Keywords
speech and language therapists; teachers; students with dyslexia; professional collaboration
Hrčak ID:
292597
URI
Publication date:
31.1.2023.
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