Original Research

The South African national school curriculum: Implications for collaboration between teachers and speech-language therapists working in schools

Anna-Marie Wium, Brenda Louw
South African Journal of Childhood Education | Vol 5, No 1 | a348 | DOI: https://doi.org/10.4102/sajce.v5i1.348 | © 2015 Anna-Marie Wium, Brenda Louw | This work is licensed under CC Attribution 4.0
Submitted: 04 September 2015 | Published: 04 September 2015

About the author(s)

Anna-Marie Wium, Sefako Makgatho Health Sciences University, South Africa
Brenda Louw, East Tennessee State University

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This critical review addresses the implications of the Curriculum and Assessment Plan Statement (CAPS) for collaboration between teachers and speech-language therapists (SLTs) in schools. A historical perspective on changes in the roles and responsibilities of SLTs is provided, reflecting a shift from supporting the child to supporting the teacher. Based on the role of SLTs and audiologists in schools, an innovative approach to the support of teachers is conceptualized. The curriculum content and methods support learners who experience challenges and barriers to learning in main stream classrooms. The implementation of the curriculum necessitates close collaboration between teachers and SLTs in order to ensure the best possible outcomes for all learners. This collaboration is reviewed by identifying the benefits of, and barriers to, the process, as well as crucial areas of collaboration. Inclusive education is mandated by White Paper 6, and collaborative support of teachers by SLTs is presented from the learners’ perspective within the context of the curriculum. An example of teacher support through the response to intervention (RTI) approach is described.


South African school curriculum, collaboration, inclusive education, teachers, speech-language therapists *


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Crossref Citations

1. Supporting language development in Lebanese preschools: SLT and pre‐KT practice and perception of roles
Edith Kouba Hreich, Camille Moitel Messarra, Trecy Martinez‐Perez, Sami Richa, Christelle Maillart
International Journal of Language & Communication Disorders  vol: 55  issue: 6  first page: 988  year: 2020  
doi: 10.1111/1460-6984.12576