ASHA Learning Pass

When providing services for elementary students with speech sound disorders, SLPs might have questions such as: Is pull-out the best service delivery model for this student? How can I collaborate with teachers to promote generalization? Would classroom-based services be appropriate for this student? This webinar will review models of co-teaching and apply them to specific students and situations, explore practical resources to enhance collaboration, and guide you through developing a plan to increase effective collaboration in your work environment.

Learning Outcomes
You will be able to:

• Define different models of co-teaching 
• Select an appropriate model of co-teaching for a specific student 
• Identify collaboration-related challenges and supports in your work environment

Course Reviews

"The strategies made me reflect on what I am already doing and what I can do differently. If we don't have this component included sometimes it can be hard to connect it to work real world work."

"I'm so excited that I was able to attend this course! I am getting ready to co-teach with two other teachers next year and the information is going to be very helpful when selecting the teaching model and as well as planning the therapy."

"I really enjoyed the case study examples to see how the models of co-teaching could apply to different situations."

Contents

• Introduction  
• Service delivery for students with speech sound disorders  
• Models of co-teaching  
• Case studies
• Application to your work environment  
• Q&A/Wrap up  

Presenter Information

Stacey Pavelko, PhD, CCC-SLP, FNAP (she/her/hers) is an associate professor in the Division of Speech and Language Pathology at Binghamton University. Her research interests include language and literacy development and disorders in preschool and early school-age children, language sample analysis, and interprofessional education/practice in school-based settings. She is the editor of SIG 1 Perspectives and is the chair of the SLP Academy's nominating committee for the National Academies of Practice.

Financial Disclosures:

• Financial compensation from ASHA for this presentation

Nonfinancial Disclosures:

• None

Assessment Type

Self-assessment—Think about what you learned and report on the Completion Form how you will use your new knowledge.

To earn continuing education credit, you must complete and submit the learning assessment by the end date below.

Program History and CE Information

Content origination date: May 15, 2024
End date: May 17, 2029

This course is offered for 0.2 ASHA CEUs (Intermediate level, Professional area).