There has been a shift in service delivery models in which school districts are wanting SLPs to implement collaborative services for students with IEPs. I know when I did my grad school internship, I was only introduced to doing “pull-out” group sessions with students.
I never really learned about what collaborative services were in grad school, nor did anyone show me the ropes to implement these types of services. As I began to grow as a clinician and see the needs of my students, I knew that I wanted to be in the classroom more often.
Collaborative Services Are Scary (At First)
I was nervous and scared. No one teaches you how to work with your colleagues or how to implement collaborative services. There isn’t a manual or a curriculum that you can follow. What I have discovered over the years is that there is not a “one size fits all” solution for students. What works for one student may not work for the next student.
So, today, we are going to learn the different types of service delivery models that you can start implementing for students.
Collaborative Services For Your Students
Co-Teaching: an integrative service delivery, where the SLP and the classroom teacher plan together and carry out a lesson together.
This could mean that one or both teachers do the whole class instruction and each run a different station that was planned together.
One-teach/one-float: the classroom teacher teaches the lesson and the SLP “pushes in” to assist specific students or observe a student. There is no planning with the teacher using this service.
Consultation, coaching model: the SLP discusses strategies with the teacher to implement social skills in the classroom.
You may come in to model a strategy or skill. Creating visuals or supports and coaching the teacher on how to use them are examples of this type of service model.
Pull-out model: the SLP is addressing areas of need in a small group setting outside of the classroom environment.
Teaching Approaches You Can Use with an Integrative Service Delivery Model
- Supportive teaching—a combination of pullout services and direct teaching within the classroom.
- Complementary teaching—the classroom teacher presents the curriculum content as primary instructor, and the SLP assists specific students with work completion.
- Station teaching—instructional material is divided into parts, with the SLP and the classroom teacher(s) each taking a group of students. Students rotate to each station, or learning center, for instruction.
Teaching Approaches Continued
4. Parallel teaching—the students are divided, and the classroom teacher and the SLP each instruct a designated group of students simultaneously, with the SLP taking the group of students that needs more modification of content or slower pacing in order to master the educational content.
5. Team teaching—the SLP and the classroom teacher teach the academic content together, allowing each professional to provide his or her expertise.
6. Supplemental teaching—one person (usually the teacher) presents the lesson in a standard format while the other person (usually the SLP) adapts the lesson.
How I Implement Co-Teaching in my K-2 SDC Classrooms
For the past three years, I have implemented a co-teaching collaborative service model with my Special Day Classroom teachers. Once I had buy-in, doing this model has been so effective for my students. I also found that I was able to also implement consultation and coaching with this model. Check out how you can set up your own push-in sessions HERE.
What Questions Do You Have About Implementing Collaborative Services?
Starting a new way of servicing students is overwhelming, scary, and filled with doubts! If you have a question about how I implement collaborative services, email me at email@example.com.
I would love to know what successes you are having with implementing one of these collaborative service delivery models. Share in the comments or email what is working for you and your staff.