Why is collaboration between speech therapists and teachers important for children with language difficulties?

Collaboration is crucial because children spend about 6 hours per day at school, where language and learning difficulties are most expressed. Teachers are often the first to identify struggling children, and coordinated efforts between speech therapists and educators can increase success rates by over 40%. Without this coordination, efforts may become scattered or contradictory, reducing the effectiveness of interventions.

What are the main benefits of coordinating speech therapy with classroom instruction?

The main benefits include coherence by harmonizing approaches between the therapy office and classroom to avoid contradictions, cross-observation that provides multiple perspectives for a complete view of difficulties and progress, and targeted adaptations that allow for relevant and realistic educational adjustments tailored to each child's specific needs.

Who are the key players in effective speech therapy collaboration at school?

There are three key players in effective collaboration: parents who provide the home perspective and support, the school team including teachers and educational staff who implement daily adaptations, and the speech therapist who provides specialized expertise and treatment strategies. All three must work together to ensure coherent and comprehensive care.

What role do teachers play in identifying and supporting children with speech and language difficulties?

Teachers play an essential role as they are often the first to spot children with difficulties since school is the primary environment where language and learning challenges are expressed. They are crucial for implementing educational adaptations in the classroom and providing daily observations that help speech therapists understand how difficulties manifest in academic settings.

How does the French educational system support children with speech and language difficulties?

The French educational system offers several support systems that vary depending on the nature and severity of the child's difficulties. These systems are designed to provide appropriate accommodations and interventions, with approximately 15% of students requiring some form of support for learning difficulties.

What happens when there is no coordination between speech therapy and school interventions?

Without proper coordination between speech therapy and school interventions, everyone's efforts may become scattered or even contradictory. This lack of coherence can significantly reduce the effectiveness of both therapeutic and educational approaches, ultimately hindering the child's progress and potential for success in overcoming their language or learning difficulties.

Effective Collaboration in Speech Therapy and Schools

School is the main place for expressing language and learning difficulties. Teachers are often the first to spot children in difficulty and play an essential role in implementing educational adaptations. A smooth collaboration between the speech therapist and the educational team maximizes the chances of student success.

🎯 Issues of Collaboration

The child evolves in two main spheres: family and school. For them to benefit from coherent care, these two worlds must communicate with the speech therapist. Without this coordination, everyone's efforts may become scattered or even contradictory.

🔄

Coherence

Harmonize approaches between the office and classroom to avoid contradictions

📊

Cross-Observation

Cross perspectives for a complete view of difficulties and progress

🎯

Targeted Adaptations

Propose relevant and realistic educational adjustments

per day at school

15%

of students with difficulties

+40%

success if coordinated

key players: parents, school, therapist

📋 School Systems

The French educational system offers several support systems depending on the nature and severity of difficulties. The speech therapist can be called upon to contribute to their development.

Without MDPH

PPRE - Personalized Educational Success Program

For students with temporary academic difficulties. Targeted educational actions over a defined period. Internal coordination within the school.

Without MDPH

PAP - Personalized Support Plan

For learning disorders (dyslexia, dyspraxia, etc.). Educational adjustments without human assistance. Requires a medical diagnosis.

With MDPH

PPS - Personalized Schooling Project

For students with recognized disabilities. May include human assistance (AESH), adapted materials, exam adjustments.

Health

PAI - Individualized Welcome Project

For students with health issues (allergies, chronic illnesses). Rarely involves the speech therapist directly.

💡 PAP or PPS?

The PAP is suitable for "dys" disorders without the need for human assistance. It is simpler to implement (no MDPH file). The PPS is necessary if the child needs an AESH, specific materials, or particular orientation (ULIS, etc.).

💬 Communication Methods

Communication with the school can take different forms depending on the needs and availability of each party. The key is to maintain a regular link without overloading schedules.

📧 Email or Mail

Preferred mode for simple information: transmission of reports, suggestions for adaptations, feedback on progress. Written record useful for follow-up.

📞 Phone Call

For situations requiring a more in-depth exchange. Schedule a time slot with the teacher (lunch break or after class).

📝 Communication Notebook

Some families wish to communicate via the child's notebook. Convenient for short and regular messages.

🤝 In-Person Meeting

Essential for complex situations, the development of a PAP/PPS, or ESS. Allows for real dialogue and mutual understanding.

⚠️ Respect for Professional Secrecy

Any exchange with the school requires written consent from the parents. Never transmit information without this prior authorization. The shared content should be limited to elements useful for schooling, without unnecessary personal or family details.

✏️ Educational Adaptations to Propose

The speech therapist can suggest concrete and realistic adaptations to facilitate learning. These proposals must take into account the constraints of the classroom.

✅ Frequently Recommended Adaptations

Class Placement: In front, near the teacher, away from distractions
Written Materials: Adapted font (Arial 14), line spacing 1.5, spaced texts
Extra Time: One-third time for assessments
Reduction of Quantity: Targeted exercises rather than numerous
Reformulation of Instructions: Checking for understanding
Visual Supports: Images, diagrams, color codes
Digital Tools: Computer, spell checker
Oral Assessment: Alternative or complement to written

💡 Be Realistic

Propose adaptations applicable in a class of 25-30 students. The teacher cannot individualize to the extreme. Prioritize 3-4 essential adjustments rather than an exhaustive list that is impossible to maintain.

🎯 Tools for School and Home

COCO by DYNSEO offers fun exercises usable both in the office and at school or home, promoting consistency in work.

Discover COCO →

🤝 Participating in School Meetings

The Schooling Follow-up Team (ESS)

Annual meeting required for students benefiting from a PPS. The speech therapist is invited and can provide valuable insights into the child's needs and the evolution of their care.

Prepare a synthetic document

Review the current PPS beforehand

List progress and difficulties

Prepare concrete suggestions

Arrive on time

Stay factual and positive

Informal Meetings

A meeting at the beginning of the year with the new teacher allows for the transmission of essential information and the creation of a bond. Even 15-20 minutes are enough to lay the foundations for effective collaboration.

📝 Writing for the School

Documents sent to the school should be concise, accessible, and action-oriented. Avoid speech therapy jargon and unnecessary information.

Recommended Structure of a Note for the School

Header: Child's identity, date, your contact information
Context: Reason for care (2-3 lines)
Strengths: What to build on
Difficulties: The main obstacles to learning
Recommendations: 3-5 priority concrete adaptations
Contact: Invitation to discuss if needed

😰 Common Difficulties

The Teacher Who Does Not Apply Adaptations

Seek to understand the obstacles. Simplify your requests. Propose a meeting to explain concretely. Go through the principal if necessary, always in a spirit of collaboration.

Timing Conflicts

The school expects rapid progress, while speech therapy works in the long term. Explain the acquisition mechanisms, provide realistic timeframes, and highlight micro-progresses.

Lack of Time

Teachers and speech therapists are overloaded. Optimize exchanges: concise emails, targeted calls, synthetic documents. Every minute invested in coordination saves ten minutes of misunderstandings.

✨ Best Practices

🎯

Be Concrete

Proposals that can be applied immediately in class, no abstract theory

🤝

Respect Roles

The teacher remains in control of their pedagogy, you are a consultant

💪

Value

Recognize the teacher's efforts and constraints

🎯 Conclusion

Collaboration with the school is a cornerstone of successful speech therapy care for children. By establishing effective communication channels, proposing realistic adaptations, and actively participating in school systems, you maximize your patients' chances of progress.

This collaboration requires time and energy, but it multiplies the impact of your work. The child then benefits from a coherent environment where each actor works in the same direction.

A united team around the child:
DYNSEO supports all stakeholders in their success.

Speech Therapy and School: Collaborating Effectively with Teachers