Collaboration between speech-language pathologists (S-LPs) and educators is crucial for supporting children’s literacy development, yet research shows it can be difficult to implement in practice. This mini-seminar presents recent evidence on collaboration in literacy instruction, highlighting three strands: a practice-based definition of collaboration, francophone S-LPs’ experiences with a universal interactive reading program, and the role of trust in sustaining S-LP–teacher partnerships. Following three short presentations, a moderator-led panel will engage attendees in reflection, discussion, and strategy-sharing. Participants will leave with evidence-informed insights and practical ideas to strengthen collaboration and enhance literacy outcomes in school-based practice.
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Authors
- Paméla McMahon-Morin, PhD, MPO, Université de Sherbrooke
- Pamela Filiatrault-Veilleux, PhD, R.SLP, S-LP(C), University of Alberta
- Basiliki Passaretti, MA, Reg. CASLPO, S-LP(C), McMaster University
- Wenonah Campbell, PhD, McMaster University