Voices from the classroom: Teachers’ perspectives on collaboration with speech-language therapists in learners with special educational needs schools

Abstract

Background: Effective collaboration between teachers and speech-language therapists (SLTs) is crucial in supporting learners with special educational needs (LSEN). Despite its importance, research on collaboration as well as the role of the SLT in South African LSEN schools remains limited.
Objectives: This study aimed to explore teachers’ understanding of the SLT’s role in LSEN schools, their experiences of working with SLTs, and their perceptions of the value of collaboration with SLTs in these settings.
Method: An exploratory qualitative design was used. Semi-structured interviews with teachers from four LSEN schools in a district in South Africa were employed. Data were analysed using an inductive coding approach to identify key themes and patterns.
Results: Teachers’ perspectives on collaboration with SLTs were both positive and negative. Positive outcomes included support to learners with augmentative and alternative communication (AAC), enhanced communication skills and classroom participation for learners, hearing assessments and tailored intervention strategies. Challenges cited included limited SLT availability because of competing demands and a shortage of SLTs in LSEN schools.
Conclusion: In the South African context, strengthening interdisciplinary collaboration among SLTs, teachers, parents and other professionals is essential for improving learner outcomes in LSEN schools. Recommendations include structured communication, joint planning and targeted professional development to enhance collaborative practices.
Contribution: This study contributes to the understanding of teacher–SLT collaboration within LSEN schools and how this may benefit LSEN.