This SIG 1 activity focuses on how speech-language pathologists can collaborate with colleagues in related fields. The first article describes the similarities and differences between how teachers and speech-language pathologists think about and employ game based learning by conducting both a literature review and a qualitative review of focus groups. The second article examines teacher communication during shared book reading activities to understand what specific strategies teachers are using when children with developmental disabilities are included. The third article demonstrates the benefits of professional collaborations when attempting to support the learning of African refugee students in preschool through high school. The final article highlights best practices for interdisciplinary care in the schools for students with traumatic brain injury.

Learning Outcomes
You will be able to:

• compare and contrast how teachers and speech-language pathologists can use game-based learning
• identify opportunities for interprofessional practice that includes professionals who are knowledgeable about literacy development and improving accessible learning opportunities within the classroom
• design interprofessional programs to support the language acquisition of multilingual learners in collaboration with colleagues from other educational fields
• describe how the role of the speech-language pathologist changes in reference to the age of the student with brain injury in the schools and the work of the interprofessional team

Assessment Type
Self-assessment—Think about what you learned and report on the Completion Form how you will use your new knowledge.

Articles in This Course

1. Getting Serious About Games: Exploring How Game-Based Learning Is Used in Education and Therapy by Alisha P. Springle, published in SIG 1, Volume 9, Issue 6, December 4, 2024
2. Measuring Preschool Teachers' Language Use During Shared Book Reading With Children With Developmental Disabilities: A Pilot Study by Sara C. Cornett, Andrea Barton-Hulsey, and Tyler Burnett, published in SIG 1, Volume 9, Issue 6, December 4, 2024
3. An Effective Interprofessional Collaboration to Support African Refugee Students' Oral and Written Language and Social Integration by Courtney Karasinski and Rui Niu- Cooper, published in SIG 1, Volume 9, Issue 6, December 4, 2024
4. Interprofessional Practice in the Schools for Students with Brain Injury by Beth McCauley, published in SIG 1, Volume 9, Issue 6, December 4, 2024