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Interprofessional SLP and Educator Collaboration to Improve Communication for Students With Complex Disabilities

Interprofessional SLP and Educator Collaboration to Improve Communication for Students With Complex Disabilities

Erin Rotheram-Fuller, Maria V. Dixon
Copyright: © 2023 |Pages: 23
ISBN13: 9781668464380|ISBN10: 1668464381|ISBN13 Softcover: 9781668464427|EISBN13: 9781668464397
DOI: 10.4018/978-1-6684-6438-0.ch013
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MLA

Rotheram-Fuller, Erin, and Maria V. Dixon. "Interprofessional SLP and Educator Collaboration to Improve Communication for Students With Complex Disabilities." Handbook of Research on Interdisciplinary Preparation for Equitable Special Education, edited by Dena D. Slanda and Lindsey Pike, IGI Global, 2023, pp. 254-276. https://doi.org/10.4018/978-1-6684-6438-0.ch013

APA

Rotheram-Fuller, E. & Dixon, M. V. (2023). Interprofessional SLP and Educator Collaboration to Improve Communication for Students With Complex Disabilities. In D. Slanda & L. Pike (Eds.), Handbook of Research on Interdisciplinary Preparation for Equitable Special Education (pp. 254-276). IGI Global. https://doi.org/10.4018/978-1-6684-6438-0.ch013

Chicago

Rotheram-Fuller, Erin, and Maria V. Dixon. "Interprofessional SLP and Educator Collaboration to Improve Communication for Students With Complex Disabilities." In Handbook of Research on Interdisciplinary Preparation for Equitable Special Education, edited by Dena D. Slanda and Lindsey Pike, 254-276. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-6438-0.ch013

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Abstract

Students with complex disabilities require coordinated care to address communication challenges. Speech-language pathologists (SLPs) and educators are in a unique position to jointly support the communication goals of these students through interprofessional clinical practice (IPCP). Unfortunately, most professionals are not prepared during training, nor supported in professional settings, to engage in IPCP. Foundational requirements and best practices in the literature suggest that professionals need guidance, training, and ongoing institutional support to effectively collaborate. Existing interprofessional education (IPE) and IPCP models show promise in training professionals to work more effectively together before and after they enter the field, but they are not prevalent nor well-evaluated enough yet in education to draw strong conclusions. Key characteristics, strategies, and benefits of existing training and practice models for SLPs and educators are reviewed, and an applied example is presented on best practices for collaboratively implementing an AAC device.

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