School-based speech-language services for children with special educational needs

Abstract

<p>This chapter examines the development, implementation, and challenges of school-based speech therapy services in Hong Kong, with a particular focus on collaboration between speech therapists (STs) and teachers in mainstream schools. Drawing on international legal frameworks from the United States, United Kingdom, and Australia, the chapter situates Hong Kong’s unique model within a broader global context. While Hong Kong is one of the few Asian regions offering speech therapy in public schools, collaboration—especially in the form of curriculum support—remains limited. Findings from a local questionnaire study of STs and teachers reveal a continued reliance on traditional pull-out services, with minimal engagement in co-teaching, curriculum support, and classroom-based support. Both groups identified time constraints, and unclear roles as key barriers. The chapter argues for a shift toward more integrated, curriculum-based intervention models that promote generalization and leverage additive learning effects. Policy and practice recommendations are proposed to strengthen interprofessional collaboration and enhance the accessibility and effectiveness of support for students with speech, language, and communication needs (SLCN).</p>