"An Unequal Two-Way Endeavor": Building Harmonious Collaboration Between Itinerant Speech-Language Pathologists and Teachers.

PURPOSE: This study explored how itinerant speech-language pathologists (SLPs) and school teachers in Taiwan collaborate to deliver effective speech-language therapy (SLT) within a teacher-centered model. Whereas school-based SLT in many Western contexts typically involves therapists embedded full-time within schools, Taiwan relies primarily on an itinerant service model in which SLPs travel across multiple schools with limited onsite presence. This structural difference requires intensive interprofessional coordination to support students with speech, language, and communication needs.

METHOD: Using a phenomenological approach, semistructured interviews were conducted with 10 itinerant SLPs and 10 teachers who had established positive collaborative relationships. Data were analyzed through thematic analysis to identify shared characteristics and strategies that fostered effective collaboration. Reflexive procedures, double coding, and member checking enhanced analytic rigor and trustworthiness.

RESULTS

Three themes captured the essence of harmonious SLP and teacher collaboration: relationships evolving from shared goals to professional friendship; a three-partner waltz among SLPs, teachers, and parents to promote student growth; and collaboration transforming into colearning. Findings revealed that itinerant SLT operates as an unequal two-way endeavor, teacher centered yet reciprocal, where SLPs adapt to teachers' needs, communicate empathetically, and translate clinical expertise into classroom practice. Teachers, in turn, actively engage in implementation, feedback, and professional learning.

CONCLUSIONS

Itinerant SLT in Taiwan represents a relationship-driven and context-responsive model distinct from Western school-based frameworks. Trust, adaptive communication, and mutual learning are central to effective collaboration. These insights highlight how teacher-centered yet professionally grounded approaches can enhance inclusive educational practices.