This course shares a framework for collaboration and consultation that school-based SLPs can use to support young students in their natural learning environments. The course examines the benefits of developing collaborative relationships with parents, teachers, and other professionals—as well as the importance using culturally responsive practices when engaged in consultation and collaboration—to improve student outcomes. The speaker shares practical ideas that SLPs can use right away in early childhood and elementary classroom environments.

Learning Outcomes
You will be able to:

• Discuss how collaborative practices are different from consultation 
• Explain the various roles and responsibilities within a collaborative/consultative partnership 
• Implement collaborative practices and consultation within the school day across a variety of situations

Contents

• Introduction and common definitions of consultation/collaboration
• Summary of research supporting consultation/collaboration
• Roles of participants within consultation/collaboration models and a proposed framework for use of this model
• Case studies/examples
• Wrap-up: Implementation practices and takeaway ideas
• Q&A

Presenter Information

Angie Neal, MS, CCC-SLP, is the SLP Contact for the South Carolina State Department of Education, published author, and graduate of ASHA’s inaugural (2013) School-Based Leadership Program. Mrs. Neal has worked in inpatient and outpatient rehabilitation settings with both children and adults, but her passion is helping students succeed in an academic setting. Mrs. Neal can also be found presenting frequently at state conventions, speechpathology.com, various podcasts, and across the United States on her favorite topics, including remediation of /r/, linguistic and cultural diversity, social communication, as well as language and literacy. She has served as the Vice President for Governmental Affairs for the South Carolina Speech and Hearing Association, adjunct faculty for the University of South Carolina, and board member for the International Dyslexia Association (SC), and is currently a board member with the State Educational Agency Communication Disabilities Council (SEACDC) and on ASHA's School Issues Advisory Board.

What Participants Said:

"Her enthusiasm was contagious and I am looking forward to making changes to my service delivery model in the near future."

"I enjoyed learning about the 3:1 model and collaborating to create IEP goals. Really enjoyed the case study examples."

Financial Disclosures:

• Financial compensation from ASHA for this presentation
• Employed by the South Carolina State Department of Education as the SLP Contact

Nonfinancial Disclosures:

• ASHA member 
• Board member with the State Education Agency Disabilities Council (SEACDC) 
• Member of ASHA's School Issues Advisory Board

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 October 14, 2027.

Program History and CE Information

Live webinar date: October 12, 2022
End date: October 14, 2027

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