Abstract

Professional collaboration between a school-based speech-language pathologist and music teacher could take on a variety of manners depending on the needs of the child. Federal education laws require that a child receiving school based therapy services must receive their therapy in the least restrictive environment. Also, if collaboration is beneficial, it could potentially reduce the amount of time spent in therapy, reducing associated costs to taxpayers. The objective of this study was to explore current collaboration patterns of school-speech language pathologist and to determine how receptive they would be to collaborating with music teachers. An anonymous web based survey of 16 multiple choice questions was developed. Survey invitations were sent out via a listserv to all members of the Kentucky Speech Language Hearing Association (KSHA) that work in a school setting Respondents seemed more favorable towards collaboration when it was referred to consulting then when it was considered direct service delivery. The results suggest that speech-language pathologists are generally open to working with music teachers.

Semester/Year of Award

Spring 4-29-2013

Mentor

Kellie C. Ellis

Mentor Department Affiliation

Special Education

Access Options

Restricted Access Thesis

Document Type

Bachelor Thesis

Degree Name

Honors Scholars

Degree Level

Bachelor's

Department

Teaching, Learning, and Educational Leadership

Department Name when Degree Awarded

Special Education

IRB Approval Number (if applicable)

13-139

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