INTEGRATING LANGUAGE THERAPY PRACTICES IN THE CLASSROOM

Abstract

This article explores how language therapy practices can be meaningfully integrated into everyday classroom teaching. The discussion is based on a small classroom-based action inquiry carried out over eight weeks in a primary setting where teachers worked with a speech and language therapist to support learners with different communication needs. The goal was not to turn the classroom into a therapy room, but to show how simple, well-planned strategies such as visual supports, structured talk routines, vocabulary rehearsal, and guided peer interaction can improve participation for all learners. Findings suggest that when therapy-informed practices are embedded in ordinary lessons, pupils show stronger confidence in speaking, better understanding of instructions, and more successful participation in group learning. The article argues that classroom integration is most effective when teachers and therapists share goals, use clear language targets, and monitor progress through daily classroom evidence. In this way, support for language development becomes practical, inclusive, and sustainable.