Dissertation/Thesis Abstract

Collaboration begins in the classroom: Future teachers discuss their knowledge, preparedness, and perceptions regarding speech-language concepts and collaboration with speech-language pathologists
by Grigas, Leah, M.A., California State University, Long Beach, 2015, 114; 1588614
Abstract (Summary)

Since the education system has shifted towards inclusive classrooms, the need for collaboration between teachers and the special education team has increased. This study was a survey design completed by 8 student teachers from California State University, Long Beach. The purpose of this study was to investigate the knowledge base, preparedness, and perceptions of future teachers as these factors relate to collaboration with SLPs in the elementary school setting. The participants' responses suggested positive perceptions of speech-language pathologists, and motivation to collaborate, yet teachers' knowledge is limited regarding speech-language topics and collaboration. Further, student teachers report limited preparedness to collaborate and address the needs of students with speech-language disorders. Clinical implications and the need for further research are discussed.

Indexing (document details)
Advisor: Wallach, Geraldine P.
Commitee: Isbell, Lisa, Powers, Michelle
School: California State University, Long Beach
Department: Speech-Language Pathology
School Location: United States -- California
Source: MAI 54/04M(E), Masters Abstracts International
Subjects: Speech therapy, Elementary education
Keywords: Collaboration, Elementary, Inclusion, Interdisciplinary education, Speech language pathology, Teachers
Publication Number: 1588614
ISBN: 978-1-321-74570-2
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