Collaborative Learning for Students with Severe Speech Disabilities

Nearly one in every 12 children, ages 3 to 17, in the United States has a disorder related to voice, speech, language, or swallowing, according to the National Institute on Deafness and Other Communication Disorders (NIDCD). More than half receive intervention services each year to help improve those skills.

Intervention improves outcomes in a special education learning environment. Collaborative intervention improves outcomes exponentially.

When children with severe disabilities need assistance in multiple facets of learning because of medical, behavioral, cognitive, and educational challenges, teams from different disciplines often work together, particularly at school. These teams — including speech-language pathologists, occupational therapists, behavior analysts, and school psychologists — can make great strides in improving student skill sets within individual disciplines. Specifically, intervention services help reduce developmental delays and improve limited language skills, even with behavior challenges and medical issues.

As team intervention models have evolved, a collaborative approach called transdisciplinary teamwork now leads to the creation of comprehensive programs that meet each child’s overall needs.

What Does the Student Need?

Every person who works with a child is a potential collaborator in the transdisciplinary model. Key team members may include the student, teachers, social workers, speech-language pathologists, occupational therapists, physical therapists, behavioral analysts, case managers, parents, coaches, paraprofessionals, and others.

The team works together to assess student needs, share expertise, and set goals for a personalized treatment plan. One member acts as the plan’s service coordinator, while another leads meetings and manages communication. Other team members monitor goals and track progress, allowing the group to focus on multiple goals at once.

Most importantly, all team members share the same goals. They focus on the question, “What does the student need?” to view each child holistically and address needs from different perspectives. Transdisciplinary teamwork blends professional skills and boundaries into a seamless, student-focused approach.

Collaboration Strategies

Many providers are skilled in their specific areas and improve outcomes within a narrow focus. Some pull students out for individualized instruction, set up classroom stations for small groups, or offer home-based services. In a transdisciplinary team, providers can be more creative, collaborate with peers, and view challenges from different perspectives — all while improving a student’s limited or delayed skills.

Once goals are set, team members can creatively address the child’s need for practical life skills. For example, a speech-language pathologist might have students practice speaking by asking questions at the school library, or a physical therapist and behavioral analyst might work with a child during recess to boost physical activity and social interactions. Using real-world activities in lessons helps students improve communication skills beyond the narrow structure of each discipline.

Some Other Intervention Approaches in a Collaborative Service Model Are:

Co-teaching — working together for customized treatment
Cross-disciplinary Mentorship – learning and implementing new skills from other professionals
Overlapping instruction — approaching the same goal from multiple disciplines
Varied environments — classroom, playground, home, field trips, etc.
Text/curriculum review and modification
Positive and empowering learning environments
Naturalistic intervention practices and techniques
Scaffolding strategies

Professional Perks

When professionals collaborate in a transdisciplinary team environment, not only do students make more progress in less time, but also providers experience greater professional growth and job satisfaction.

Studies and statistical analysis reveal a significant relationship between team characteristics and collaborators’ attitudes toward their jobs. In general, the more purposeful and inclusive a team acts, the more motivated its members are to improve their own performance.

Collaboration showcases individual talents and values provider contributions. As professionals share their expertise and design intervention programs with other talented team members, they:

alleviate the stress and burden of solo work
foster professional relationships and networks
gain fresh perspectives on strategies and procedures for continued professional development
establish a model for student-family collaboration

Transdisciplinary teamwork creates collaborative learning environments that enhance the lives of speech-language professionals and their students.

Meet the Author

Katie Staniszewski, M.S., CCC-SLP

Katie Staniszewski is a speech-language pathologist. With more than 15 years of experience, she specializes in working with students with moderate to severe disabilities, specifically children with autism. She has received training in the SCERTS model with a focus on social communication and visual supports. She has also led a multidisciplinary team of clinicians and has presented on the topic of collaboration between speech-language pathologists and the educational staff at multiple conferences.