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The Revista Chilena de Fonoaudiología and the Chilean Society of Speech-Language Pathology announce the call for papers for the Special Issue 2027 “Technology and Innovation in Speech-Language Pathology”.
Manuscripts must be submitted through the platform and clearly indicate that they are intended for this special issue. See the full call here.
The authors of articles approved for publication in the regular issue must pay a translation fee (approximately CLP 156,000 for 2026 publications), intended exclusively to cover the costs of the journal’s official translation service. More information HERE.
The Revista Chilena de Fonoaudiología accepts manuscripts for the regular issue throughout the year. In addition, it publishes on a rolling basis.
Description of the Participation and Actions Carried Out by Speech-Language Therapists in Collaborative Work and Co-Teaching in Chile
Authors
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Yhara Gutiérrez Solorza
Universidad del Bio-Bío
https://orcid.org/0000-0003-1595-3819
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Marilyn San Martín Cofré
Universidad del Bio-Bío
https://orcid.org/0000-0001-6092-2785
- Fernanda Cea Rodríguez Universidad del Bio-Bío
- Nicolette Cisterna Campos Universidad del Bio-Bío
- Tamara Contreras Letelier Universidad del Bio-Bío
- José Soto Morales Universidad del Bio-Bío
- Bárbara Villalobos Paredes Universidad del Bio-Bío
- Sofia Yáñez Labra Universidad del Bio-Bío
Abstract
Collaborative work is recognized as an interactive process where various professionals collectively define, discuss, and offer solutions to problems. Within collaborative work, the modality of co-teaching can be found, defined as the process in which two or more individuals share the responsibility for teaching a group or the entire student body of a class. This modality is considered one of the most effective forms of collaborative work, as it enables interdisciplinary teams to make decisions aimed at achieving student success in the classroom. Speech-Language Therapists are integral members of classroom teams. However, their specific functions, the nature of their participation, and the approach of their work within these teams are not documented in detail in Chile. Therefore, the objective of this study is to describe the current participation and actions of speech-language therapists in collaborative work and co-teaching within regular classrooms. To this end, a descriptive quantitative design was employed to study a sample of 135 participants who met the eligibility criteria. A Google questionnaire was used for data collection. The results show that speech-language therapists have a high level of participation in collaborative work, while only half of the sample reported engaging in co-teaching activities. Further research on the actions of speech-language therapists is recommended to systematize the practices that these professionals carry out in the field of education.
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