{"id":469584,"date":"2026-01-03T15:19:00","date_gmt":"2026-01-03T14:19:00","guid":{"rendered":"https:\/\/www.dynseo.com\/speech-therapy-and-school-collaborating-effectively-with-teachers\/"},"modified":"2026-01-05T18:54:47","modified_gmt":"2026-01-05T17:54:47","slug":"speech-therapy-and-school-collaborating-effectively-with-teachers","status":"publish","type":"post","link":"https:\/\/www.dynseo.com\/en\/speech-therapy-and-school-collaborating-effectively-with-teachers\/","title":{"rendered":"Speech Therapy and School: Collaborating Effectively with Teachers"},"content":{"rendered":"<p>[et_pb_section fb_built=&#8221;1&#8243; admin_label=&#8221;Article HTML&#8221; _builder_version=&#8221;4.16&#8243; custom_padding=&#8221;0px||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_row admin_label=&#8221;Contenu&#8221; _builder_version=&#8221;4.16&#8243; width=&#8221;100%&#8221; max_width=&#8221;100%&#8221; custom_padding=&#8221;0px||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; 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font-size: 0.8rem; font-weight: 600; display: inline-block; margin-bottom: 15px; }<!-- [et_pb_line_break_holder] -->.dbi-art-ec4b0e .adaptation-box { background: linear-gradient(135deg, #ecfdf5, #d1fae5); border: 2px solid #10b981; border-radius: 20px; padding: 35px; margin: 40px 0; }<!-- [et_pb_line_break_holder] -->.dbi-art-ec4b0e .adaptation-box h4 { color: #059669; margin-bottom: 20px; }<!-- [et_pb_line_break_holder] -->.dbi-art-ec4b0e .communication-card { background: var(--white); border-radius: 15px; padding: 25px; margin: 20px 0; box-shadow: 0 3px 15px rgba(0,0,0,0.06); border-left: 5px solid var(--bleu-principal); }<!-- [et_pb_line_break_holder] -->.dbi-art-ec4b0e .communication-card h5 { color: var(--bleu-principal); margin-bottom: 12px; font-size: 1.1rem; }<!-- [et_pb_line_break_holder] -->.dbi-art-ec4b0e .checklist-grid { display: grid; grid-template-columns: repeat(2, 1fr); gap: 12px; margin: 25px 0; }<!-- [et_pb_line_break_holder] -->.dbi-art-ec4b0e .checklist-item { background: #f8f9fa; padding: 12px 15px; border-radius: 10px; display: flex; align-items: center; gap: 10px; font-size: 0.95rem; }<!-- [et_pb_line_break_holder] -->.dbi-art-ec4b0e .checklist-item::before { content: \"\u2713\"; color: #10b981; font-weight: 700; }<!-- [et_pb_line_break_holder] -->@media (max-width: 768px) {<!-- [et_pb_line_break_holder] -->.dbi-art-ec4b0e .checklist-grid { grid-template-columns: 1fr; }<!-- [et_pb_line_break_holder] -->}<!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] --><\/style>\n<p><!-- [et_pb_line_break_holder] --><\/p>\n<div class=\"dbi-art-ec4b0e\"><!-- [et_pb_line_break_holder] --><\/p>\n<header class=\"article-header\"><!-- [et_pb_line_break_holder] -->    <\/p>\n<div class=\"header-content\"><!-- [et_pb_line_break_holder] -->        <\/p>\n<div class=\"header-badge\">\ud83d\udc76 Clinical Practice &#8211; Children<\/div>\n<p><!-- [et_pb_line_break_holder] -->        <\/p>\n<h1>Speech Therapy and School: Collaborating Effectively with Teachers<\/h1>\n<p><!-- [et_pb_line_break_holder] -->        <pee class=\"header-subtitle\">Collaboration between school and speech therapist optimizes the care of children with language or learning disorders. Discover the keys to a successful partnership.<\/pee><!-- [et_pb_line_break_holder] -->    <\/div>\n<p><!-- [et_pb_line_break_holder] --><\/header>\n<p><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] --><main><!-- [et_pb_line_break_holder] -->    <\/p>\n<div class=\"container\"><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->        <pee class=\"intro\">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.<\/pee><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->        <\/p>\n<nav class=\"toc\"><!-- [et_pb_line_break_holder] -->            <\/p>\n<div class=\"toc-title\">\ud83d\udccb Table of Contents<\/div>\n<p><!-- [et_pb_line_break_holder] -->            <\/p>\n<ol><!-- [et_pb_line_break_holder] -->                <\/p>\n<li><a href=\"#enjeux\">Issues of Collaboration<\/a><\/li>\n<p><!-- [et_pb_line_break_holder] -->                <\/p>\n<li><a href=\"#dispositifs\">School Systems<\/a><\/li>\n<p><!-- [et_pb_line_break_holder] -->                <\/p>\n<li><a href=\"#communication\">Communication Methods<\/a><\/li>\n<p><!-- [et_pb_line_break_holder] -->                <\/p>\n<li><a href=\"#adaptations\">Educational Adaptations<\/a><\/li>\n<p><!-- [et_pb_line_break_holder] -->                <\/p>\n<li><a href=\"#reunions\">Participating in Meetings<\/a><\/li>\n<p><!-- [et_pb_line_break_holder] -->                <\/p>\n<li><a href=\"#comptes-rendus\">Writing for the School<\/a><\/li>\n<p><!-- [et_pb_line_break_holder] -->                <\/p>\n<li><a href=\"#difficultes\">Common Difficulties<\/a><\/li>\n<p><!-- [et_pb_line_break_holder] -->                <\/p>\n<li><a href=\"#bonnes-pratiques\">Best Practices<\/a><\/li>\n<p><!-- [et_pb_line_break_holder] -->            <\/ol>\n<p><!-- [et_pb_line_break_holder] -->        <\/nav>\n<p><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->        <\/p>\n<section id=\"enjeux\"><!-- [et_pb_line_break_holder] -->            <\/p>\n<h2>\ud83c\udfaf Issues of Collaboration<\/h2>\n<p><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->            <pee>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&#8217;s efforts may become scattered or even contradictory.<\/pee><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->            <\/p>\n<div class=\"feature-grid\"><!-- [et_pb_line_break_holder] -->                <\/p>\n<div class=\"feature-card\"><!-- [et_pb_line_break_holder] -->                    <\/p>\n<div class=\"feature-icon\">\ud83d\udd04<\/div>\n<p><!-- [et_pb_line_break_holder] -->                    <\/p>\n<h4>Coherence<\/h4>\n<p><!-- [et_pb_line_break_holder] -->                    <pee>Harmonize approaches between the office and classroom to avoid contradictions<\/pee><!-- [et_pb_line_break_holder] -->                <\/div>\n<p><!-- [et_pb_line_break_holder] -->                <\/p>\n<div class=\"feature-card\"><!-- [et_pb_line_break_holder] -->                    <\/p>\n<div class=\"feature-icon\">\ud83d\udcca<\/div>\n<p><!-- [et_pb_line_break_holder] -->                    <\/p>\n<h4>Cross-Observation<\/h4>\n<p><!-- [et_pb_line_break_holder] -->                    <pee>Cross perspectives for a complete view of difficulties and progress<\/pee><!-- [et_pb_line_break_holder] -->                <\/div>\n<p><!-- [et_pb_line_break_holder] -->                <\/p>\n<div class=\"feature-card\"><!-- [et_pb_line_break_holder] -->                    <\/p>\n<div class=\"feature-icon\">\ud83c\udfaf<\/div>\n<p><!-- [et_pb_line_break_holder] -->                    <\/p>\n<h4>Targeted Adaptations<\/h4>\n<p><!-- [et_pb_line_break_holder] -->                    <pee>Propose relevant and realistic educational adjustments<\/pee><!-- [et_pb_line_break_holder] -->                <\/div>\n<p><!-- [et_pb_line_break_holder] -->            <\/div>\n<p><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->            <\/p>\n<div class=\"stats-section\"><!-- [et_pb_line_break_holder] -->                <\/p>\n<div class=\"stats-grid\"><!-- [et_pb_line_break_holder] -->                    <\/p>\n<div class=\"stat-item\"><!-- [et_pb_line_break_holder] -->                        <\/p>\n<div class=\"stat-number\">6h<\/div>\n<p><!-- [et_pb_line_break_holder] -->                        <\/p>\n<div class=\"stat-label\">per day at school<\/div>\n<p><!-- [et_pb_line_break_holder] -->                    <\/div>\n<p><!-- [et_pb_line_break_holder] -->                    <\/p>\n<div class=\"stat-item\"><!-- [et_pb_line_break_holder] -->                        <\/p>\n<div class=\"stat-number\">15%<\/div>\n<p><!-- [et_pb_line_break_holder] -->                        <\/p>\n<div class=\"stat-label\">of students with difficulties<\/div>\n<p><!-- [et_pb_line_break_holder] -->                    <\/div>\n<p><!-- [et_pb_line_break_holder] -->                    <\/p>\n<div class=\"stat-item\"><!-- [et_pb_line_break_holder] -->                        <\/p>\n<div class=\"stat-number\">+40%<\/div>\n<p><!-- [et_pb_line_break_holder] -->                        <\/p>\n<div class=\"stat-label\">success if coordinated<\/div>\n<p><!-- [et_pb_line_break_holder] -->                    <\/div>\n<p><!-- [et_pb_line_break_holder] -->                    <\/p>\n<div class=\"stat-item\"><!-- [et_pb_line_break_holder] -->                        <\/p>\n<div class=\"stat-number\">3<\/div>\n<p><!-- [et_pb_line_break_holder] -->                        <\/p>\n<div class=\"stat-label\">key players: parents, school, therapist<\/div>\n<p><!-- [et_pb_line_break_holder] -->                    <\/div>\n<p><!-- [et_pb_line_break_holder] -->                <\/div>\n<p><!-- [et_pb_line_break_holder] -->            <\/div>\n<p><!-- [et_pb_line_break_holder] -->        <\/section>\n<p><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->        <\/p>\n<section id=\"dispositifs\"><!-- [et_pb_line_break_holder] -->            <\/p>\n<h2>\ud83d\udccb School Systems<\/h2>\n<p><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->            <pee>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.<\/pee><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->            <\/p>\n<div class=\"dispositif-grid\"><!-- [et_pb_line_break_holder] -->                <\/p>\n<div class=\"dispositif-card\"><!-- [et_pb_line_break_holder] -->                    <span class=\"tag\">Without MDPH<\/span><!-- [et_pb_line_break_holder] -->                    <\/p>\n<h4>PPRE &#8211; Personalized Educational Success Program<\/h4>\n<p><!-- [et_pb_line_break_holder] -->                    <pee>For students with temporary academic difficulties. Targeted educational actions over a defined period. Internal coordination within the school.<\/pee><!-- [et_pb_line_break_holder] -->                <\/div>\n<p><!-- [et_pb_line_break_holder] -->                <\/p>\n<div class=\"dispositif-card\"><!-- [et_pb_line_break_holder] -->                    <span class=\"tag\">Without MDPH<\/span><!-- [et_pb_line_break_holder] -->                    <\/p>\n<h4>PAP &#8211; Personalized Support Plan<\/h4>\n<p><!-- [et_pb_line_break_holder] -->                    <pee>For learning disorders (dyslexia, dyspraxia, etc.). Educational adjustments without human assistance. Requires a medical diagnosis.<\/pee><!-- [et_pb_line_break_holder] -->                <\/div>\n<p><!-- [et_pb_line_break_holder] -->                <\/p>\n<div class=\"dispositif-card\"><!-- [et_pb_line_break_holder] -->                    <span class=\"tag\">With MDPH<\/span><!-- [et_pb_line_break_holder] -->                    <\/p>\n<h4>PPS &#8211; Personalized Schooling Project<\/h4>\n<p><!-- [et_pb_line_break_holder] -->                    <pee>For students with recognized disabilities. May include human assistance (AESH), adapted materials, exam adjustments.<\/pee><!-- [et_pb_line_break_holder] -->                <\/div>\n<p><!-- [et_pb_line_break_holder] -->                <\/p>\n<div class=\"dispositif-card\"><!-- [et_pb_line_break_holder] -->                    <span class=\"tag\">Health<\/span><!-- [et_pb_line_break_holder] -->                    <\/p>\n<h4>PAI &#8211; Individualized Welcome Project<\/h4>\n<p><!-- [et_pb_line_break_holder] -->                    <pee>For students with health issues (allergies, chronic illnesses). Rarely involves the speech therapist directly.<\/pee><!-- [et_pb_line_break_holder] -->                <\/div>\n<p><!-- [et_pb_line_break_holder] -->            <\/div>\n<p><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->            <\/p>\n<div class=\"tip-box\"><!-- [et_pb_line_break_holder] -->                <\/p>\n<h4>\ud83d\udca1 PAP or PPS?<\/h4>\n<p><!-- [et_pb_line_break_holder] -->                <pee>The <strong>PAP<\/strong> is suitable for &#8220;dys&#8221; disorders without the need for human assistance. It is simpler to implement (no MDPH file). The <strong>PPS<\/strong> is necessary if the child needs an AESH, specific materials, or particular orientation (ULIS, etc.).<\/pee><!-- [et_pb_line_break_holder] -->            <\/div>\n<p><!-- [et_pb_line_break_holder] -->        <\/section>\n<p><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->        <\/p>\n<section id=\"communication\"><!-- [et_pb_line_break_holder] -->            <\/p>\n<h2>\ud83d\udcac Communication Methods<\/h2>\n<p><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->            <pee>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.<\/pee><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->            <\/p>\n<div class=\"communication-card\"><!-- [et_pb_line_break_holder] -->                <\/p>\n<h5>\ud83d\udce7 Email or Mail<\/h5>\n<p><!-- [et_pb_line_break_holder] -->                <pee>Preferred mode for simple information: transmission of reports, suggestions for adaptations, feedback on progress. Written record useful for follow-up.<\/pee><!-- [et_pb_line_break_holder] -->            <\/div>\n<p><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->            <\/p>\n<div class=\"communication-card\"><!-- [et_pb_line_break_holder] -->                <\/p>\n<h5>\ud83d\udcde Phone Call<\/h5>\n<p><!-- [et_pb_line_break_holder] -->                <pee>For situations requiring a more in-depth exchange. Schedule a time slot with the teacher (lunch break or after class).<\/pee><!-- [et_pb_line_break_holder] -->            <\/div>\n<p><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->            <\/p>\n<div class=\"communication-card\"><!-- [et_pb_line_break_holder] -->                <\/p>\n<h5>\ud83d\udcdd Communication Notebook<\/h5>\n<p><!-- [et_pb_line_break_holder] -->                <pee>Some families wish to communicate via the child&#8217;s notebook. Convenient for short and regular messages.<\/pee><!-- [et_pb_line_break_holder] -->            <\/div>\n<p><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->            <\/p>\n<div class=\"communication-card\"><!-- [et_pb_line_break_holder] -->                <\/p>\n<h5>\ud83e\udd1d In-Person Meeting<\/h5>\n<p><!-- [et_pb_line_break_holder] -->                <pee>Essential for complex situations, the development of a PAP\/PPS, or ESS. Allows for real dialogue and mutual understanding.<\/pee><!-- [et_pb_line_break_holder] -->            <\/div>\n<p><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->            <\/p>\n<div class=\"highlight-box\"><!-- [et_pb_line_break_holder] -->                <\/p>\n<h4>\u26a0\ufe0f Respect for Professional Secrecy<\/h4>\n<p><!-- [et_pb_line_break_holder] -->                <pee>Any exchange with the school requires <strong>written consent from the parents<\/strong>. Never transmit information without this prior authorization. The shared content should be limited to elements useful for schooling, without unnecessary personal or family details.<\/pee><!-- [et_pb_line_break_holder] -->            <\/div>\n<p><!-- [et_pb_line_break_holder] -->        <\/section>\n<p><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->        <\/p>\n<section id=\"adaptations\"><!-- [et_pb_line_break_holder] -->            <\/p>\n<h2>\u270f\ufe0f Educational Adaptations to Propose<\/h2>\n<p><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->            <pee>The speech therapist can suggest concrete and realistic adaptations to facilitate learning. These proposals must take into account the constraints of the classroom.<\/pee><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->            <\/p>\n<div class=\"adaptation-box\"><!-- [et_pb_line_break_holder] -->                <\/p>\n<h4>\u2705 Frequently Recommended Adaptations<\/h4>\n<p><!-- [et_pb_line_break_holder] -->                <\/p>\n<ul><!-- [et_pb_line_break_holder] -->                    <\/p>\n<li><strong>Class Placement:<\/strong> In front, near the teacher, away from distractions<\/li>\n<p><!-- [et_pb_line_break_holder] -->                    <\/p>\n<li><strong>Written Materials:<\/strong> Adapted font (Arial 14), line spacing 1.5, spaced texts<\/li>\n<p><!-- [et_pb_line_break_holder] -->                    <\/p>\n<li><strong>Extra Time:<\/strong> One-third time for assessments<\/li>\n<p><!-- [et_pb_line_break_holder] -->                    <\/p>\n<li><strong>Reduction of Quantity:<\/strong> Targeted exercises rather than numerous<\/li>\n<p><!-- [et_pb_line_break_holder] -->                    <\/p>\n<li><strong>Reformulation of Instructions:<\/strong> Checking for understanding<\/li>\n<p><!-- [et_pb_line_break_holder] -->                    <\/p>\n<li><strong>Visual Supports:<\/strong> Images, diagrams, color codes<\/li>\n<p><!-- [et_pb_line_break_holder] -->                    <\/p>\n<li><strong>Digital Tools:<\/strong> Computer, spell checker<\/li>\n<p><!-- [et_pb_line_break_holder] -->                    <\/p>\n<li><strong>Oral Assessment:<\/strong> Alternative or complement to written<\/li>\n<p><!-- [et_pb_line_break_holder] -->                <\/ul>\n<p><!-- [et_pb_line_break_holder] -->            <\/div>\n<p><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->            <\/p>\n<div class=\"tip-box\"><!-- [et_pb_line_break_holder] -->                <\/p>\n<h4>\ud83d\udca1 Be Realistic<\/h4>\n<p><!-- [et_pb_line_break_holder] -->                <pee>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.<\/pee><!-- [et_pb_line_break_holder] -->            <\/div>\n<p><!-- [et_pb_line_break_holder] -->        <\/section>\n<p><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->        <\/p>\n<div class=\"cta-box\"><!-- [et_pb_line_break_holder] -->            <\/p>\n<h4>\ud83c\udfaf Tools for School and Home<\/h4>\n<p><!-- [et_pb_line_break_holder] -->            <pee>COCO by DYNSEO offers fun exercises usable both in the office and at school or home, promoting consistency in work.<\/pee><!-- [et_pb_line_break_holder] -->            Discover COCO \u2192<!-- [et_pb_line_break_holder] -->        <\/div>\n<p><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->        <\/p>\n<section id=\"reunions\"><!-- [et_pb_line_break_holder] -->            <\/p>\n<h2>\ud83e\udd1d Participating in School Meetings<\/h2>\n<p><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->            <\/p>\n<h3>The Schooling Follow-up Team (ESS)<\/h3>\n<p><!-- [et_pb_line_break_holder] -->            <pee>Annual meeting required for students benefiting from a PPS. The speech therapist is invited and can provide valuable insights into the child&#8217;s needs and the evolution of their care.<\/pee><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->            <\/p>\n<div class=\"checklist-grid\"><!-- [et_pb_line_break_holder] -->                <\/p>\n<div class=\"checklist-item\">Prepare a synthetic document<\/div>\n<p><!-- [et_pb_line_break_holder] -->                <\/p>\n<div class=\"checklist-item\">Review the current PPS beforehand<\/div>\n<p><!-- [et_pb_line_break_holder] -->                <\/p>\n<div class=\"checklist-item\">List progress and difficulties<\/div>\n<p><!-- [et_pb_line_break_holder] -->                <\/p>\n<div class=\"checklist-item\">Prepare concrete suggestions<\/div>\n<p><!-- [et_pb_line_break_holder] -->                <\/p>\n<div class=\"checklist-item\">Arrive on time<\/div>\n<p><!-- [et_pb_line_break_holder] -->                <\/p>\n<div class=\"checklist-item\">Stay factual and positive<\/div>\n<p><!-- [et_pb_line_break_holder] -->            <\/div>\n<p><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->            <\/p>\n<h3>Informal Meetings<\/h3>\n<p><!-- [et_pb_line_break_holder] -->            <pee>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.<\/pee><!-- [et_pb_line_break_holder] -->        <\/section>\n<p><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->        <\/p>\n<section id=\"comptes-rendus\"><!-- [et_pb_line_break_holder] -->            <\/p>\n<h2>\ud83d\udcdd Writing for the School<\/h2>\n<p><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->            <pee>Documents sent to the school should be concise, accessible, and action-oriented. Avoid speech therapy jargon and unnecessary information.<\/pee><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->            <\/p>\n<div class=\"communication-card\"><!-- [et_pb_line_break_holder] -->                <\/p>\n<h5>Recommended Structure of a Note for the School<\/h5>\n<p><!-- [et_pb_line_break_holder] -->                <\/p>\n<ul><!-- [et_pb_line_break_holder] -->                    <\/p>\n<li><strong>Header:<\/strong> Child&#8217;s identity, date, your contact information<\/li>\n<p><!-- [et_pb_line_break_holder] -->                    <\/p>\n<li><strong>Context:<\/strong> Reason for care (2-3 lines)<\/li>\n<p><!-- [et_pb_line_break_holder] -->                    <\/p>\n<li><strong>Strengths:<\/strong> What to build on<\/li>\n<p><!-- [et_pb_line_break_holder] -->                    <\/p>\n<li><strong>Difficulties:<\/strong> The main obstacles to learning<\/li>\n<p><!-- [et_pb_line_break_holder] -->                    <\/p>\n<li><strong>Recommendations:<\/strong> 3-5 priority concrete adaptations<\/li>\n<p><!-- [et_pb_line_break_holder] -->                    <\/p>\n<li><strong>Contact:<\/strong> Invitation to discuss if needed<\/li>\n<p><!-- [et_pb_line_break_holder] -->                <\/ul>\n<p><!-- [et_pb_line_break_holder] -->            <\/div>\n<p><!-- [et_pb_line_break_holder] -->        <\/section>\n<p><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->        <\/p>\n<section id=\"difficultes\"><!-- [et_pb_line_break_holder] -->            <\/p>\n<h2>\ud83d\ude30 Common Difficulties<\/h2>\n<p><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->            <\/p>\n<h3>The Teacher Who Does Not Apply Adaptations<\/h3>\n<p><!-- [et_pb_line_break_holder] -->            <pee>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.<\/pee><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->            <\/p>\n<h3>Timing Conflicts<\/h3>\n<p><!-- [et_pb_line_break_holder] -->            <pee>The school expects rapid progress, while speech therapy works in the long term. Explain the acquisition mechanisms, provide realistic timeframes, and highlight micro-progresses.<\/pee><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->            <\/p>\n<h3>Lack of Time<\/h3>\n<p><!-- [et_pb_line_break_holder] -->            <pee>Teachers and speech therapists are overloaded. Optimize exchanges: concise emails, targeted calls, synthetic documents. Every minute invested in coordination saves ten minutes of misunderstandings.<\/pee><!-- [et_pb_line_break_holder] -->        <\/section>\n<p><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->        <\/p>\n<section id=\"bonnes-pratiques\"><!-- [et_pb_line_break_holder] -->            <\/p>\n<h2>\u2728 Best Practices<\/h2>\n<p><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->            <\/p>\n<div class=\"feature-grid\"><!-- [et_pb_line_break_holder] -->                <\/p>\n<div class=\"feature-card\"><!-- [et_pb_line_break_holder] -->                    <\/p>\n<div class=\"feature-icon\">\ud83c\udfaf<\/div>\n<p><!-- [et_pb_line_break_holder] -->                    <\/p>\n<h4>Be Concrete<\/h4>\n<p><!-- [et_pb_line_break_holder] -->                    <pee>Proposals that can be applied immediately in class, no abstract theory<\/pee><!-- [et_pb_line_break_holder] -->                <\/div>\n<p><!-- [et_pb_line_break_holder] -->                <\/p>\n<div class=\"feature-card\"><!-- [et_pb_line_break_holder] -->                    <\/p>\n<div class=\"feature-icon\">\ud83e\udd1d<\/div>\n<p><!-- [et_pb_line_break_holder] -->                    <\/p>\n<h4>Respect Roles<\/h4>\n<p><!-- [et_pb_line_break_holder] -->                    <pee>The teacher remains in control of their pedagogy, you are a consultant<\/pee><!-- [et_pb_line_break_holder] -->                <\/div>\n<p><!-- [et_pb_line_break_holder] -->                <\/p>\n<div class=\"feature-card\"><!-- [et_pb_line_break_holder] -->                    <\/p>\n<div class=\"feature-icon\">\ud83d\udcaa<\/div>\n<p><!-- [et_pb_line_break_holder] -->                    <\/p>\n<h4>Value<\/h4>\n<p><!-- [et_pb_line_break_holder] -->                    <pee>Recognize the teacher&#8217;s efforts and constraints<\/pee><!-- [et_pb_line_break_holder] -->                <\/div>\n<p><!-- [et_pb_line_break_holder] -->            <\/div>\n<p><!-- [et_pb_line_break_holder] -->        <\/section>\n<p><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->        <\/p>\n<div class=\"conclusion\"><!-- [et_pb_line_break_holder] -->            <\/p>\n<h2>\ud83c\udfaf Conclusion<\/h2>\n<p><!-- [et_pb_line_break_holder] -->            <pee>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&#8217; chances of progress.<\/pee><!-- [et_pb_line_break_holder] -->            <pee>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.<\/pee><!-- [et_pb_line_break_holder] -->            <pee style=\"text-align: center; margin-top: 30px;\"><strong>A united team around the child:<!\u2013- [et_pb_br_holder] -\u2013>DYNSEO supports all stakeholders in their success.<\/strong><\/pee><!-- [et_pb_line_break_holder] -->        <\/div>\n<p><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->    <\/div>\n<p><!-- [et_pb_line_break_holder] --><\/main><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] --><\/p>\n<footer class=\"article-footer\"><!-- [et_pb_line_break_holder] -->    <\/p>\n<div class=\"container\"><!-- [et_pb_line_break_holder] -->        <pee>Article written by the <strong>DYNSEO<\/strong> team, specialists in cognitive stimulation applications.<\/pee><!-- [et_pb_line_break_holder] -->        <\/p>\n<div class=\"footer-links\"><!-- [et_pb_line_break_holder] -->            Our 69 tools<!-- [et_pb_line_break_holder] -->            Speech Therapists<!-- [et_pb_line_break_holder] -->            Health Professionals<!-- [et_pb_line_break_holder] -->        <\/div>\n<p><!-- [et_pb_line_break_holder] -->    <\/div>\n<p><!-- [et_pb_line_break_holder] --><\/footer>\n<p><!-- [et_pb_line_break_holder] --><\/div>\n<p>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n<p>[et_pb_code]<script type=\"application\/ld+json\">{\"@context\":\"https:\/\/schema.org\",\"@type\":\"FAQPage\",\"mainEntity\":[{\"@type\":\"Question\",\"name\":\"Why is collaboration between speech therapists and teachers important for children with language difficulties?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"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.\"}},{\"@type\":\"Question\",\"name\":\"What are the main benefits of coordinating speech therapy with classroom instruction?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"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.\"}},{\"@type\":\"Question\",\"name\":\"Who are the key players in effective speech therapy collaboration at school?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"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. 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