When a student qualifies for special services, speech is one of them, what often happens is that the SLP will test the student and the results will determine the interventions that the SLP will apply during independent sessions.
However, the current trend in the field of education is collaborative planning, co-teaching, and step by step monitoring of students. This being said, what happens next is that the SLP should share the findings and list of interventions to the classroom teacher. During collaboration, the general ed teacher will compare her own intervention plan with that of the SLP. They should both agree on who does what and this is why:
If a student has issues with articulation and both teachers do the same intervention, there may be a chance of overstimulating the student in one same area. However, if one teacher tackles one area while the other tackles another skill the student will be served best. Therefore, the "to-do" list would be (for the GenEd teacher)
- List interventions planned for the student in the reg classroom
- Meet with SLP and get a copy of her action plan
- Compare and contrast interventions to determine which ones will be integrated by the SLP and which ones by the GenEd teacher
- Determine how each teacher will assess the student
- Determine how the assessment data will be used.
- Ensure that the assessment methods from the SLP (grading scale) can be translated into the GenEd plan to explain to parents what the results achieved in GenEd and in SLP
- Assess the student prior to applying the intervention, assess them after their intervention and quantify the results with a grading scale.
The key to success is to keep the student's needs as a focal point and not make it into a battle of wills (which happens at times) regarding who wants to do what with the student.