Co-planning empowers teachers and therapists to work side by side, blending therapy and instruction so every student can succeed within the classroom. As classrooms become more diverse and collaborative, educators and therapists are finding that intentional co-planning opens the door to more meaningful, consistent support.
During the Inclusive Classrooms Summit, speech-language pathologist Abigail Long shared practical insights into how co-planning can transform therapy outcomes and make interventions more relevant in the classroom setting.
What Does Collaboration Look Like in Practice?
Abigail explains that collaboration isn’t a one-size-fits-all concept. In schools, it exists along a spectrum – from light-touch consultation to fully integrated co-teaching. At its core, collaboration means shared decision-making, common goals, and a shared commitment to supporting students in ways that make learning accessible and meaningful.
Abigail outlines six co-teaching models, each offering a unique way to blend expertise:
- Team Teaching – Both professionals share the stage, co-delivering instruction to the full class.
- Parallel Teaching – The class is divided into two groups, with each teacher leading the same lesson in smaller groups.
- Station Teaching – Students rotate through different stations, each led by a different educator or therapist.
- Alternative Teaching – One instructor leads the main group while the other provides targeted instruction to a smaller subset of students.
- 1 Teach, 1 Assist – One professional teaches while the other circulates, offering individualized support.
- 1 Teach, 1 Observe – The SLP or therapist observes student engagement and participation, identifying communication or learning needs in real time.
Why Co-Planning Matters
According to Abigail, effective co-planning is the key that makes co-teaching models successful. Even the most well-intentioned collaboration falls short without structured time for planning and communication.
Delivering services in the classroom is not something many SLPs, OTPs or PTs are formally trained to do. That’s why carving out consistent co-planning time is essential, whether monthly or biweekly or whatever interval works best for the team involved. Abigail encourages therapists to advocate to administrators for this time, framing it as an investment in student outcomes.
4 Strategies for Effective Co-Planning
1. Choose the Right Co-Teaching Model
Before planning begins, teams must decide which model best fits the students’ learning needs and classroom logistics. Knowing whether you’re doing station teaching, 1 teach–1 support, or parallel teaching shapes how goals and lessons are designed.
2. Use a Shared Digital Planning Template
Abigail recommends using a virtual shared document or Google Form that includes:
- Upcoming classroom topics or standards
- Individual therapy goals (SLP, OTP, PT)
- Activity ideas and vocabulary targets
- Materials and visual supports
This approach keeps everyone aligned even when live meetings aren’t possible.
3. Plan Around the Curriculum
This is where curriculum mapping comes in. By reviewing the classroom’s scope and sequence, therapists can align their goals with what’s already being taught. Instead of creating separate therapy content, they embed language, motor, or sensory goals directly into literacy, science, or social studies lessons.
“We’re not coming up with anything new,” Abigail explains. “We already have what the classroom is teaching – our job is to figure out how therapy goals fit right into that content.”
4. Define Clear Role Zones
Each team member should know their specific role in co-taught lessons. One might lead instruction, another manages a small group, and another collects data or provides supports. Clear roles reduce confusion, maximize expertise, and help the session flow smoothly.
A Real Co-Planning Session Example
Abigail shared what this looks like in her own classroom environment:
During a curriculum preview, she and the classroom teacher review upcoming units – for example, a literacy block on fairy tales. Together, they identify key vocabulary, comprehension goals, and speech-language targets such as WH-questions or narrative sequencing.
They then:
- Align each student’s IEP goals with the curriculum unit
- Assign roles (Abigail leads a small group, the head teacher leads another, and the special education teacher or paraprofessional runs a third station)
- Plan visuals, sentence starters, and graphic organizers to support learning
- Troubleshoot any barriers (e.g., AAC access or behavior challenges)
- Review what’s working well and replicate success
This structured process ensures every child accesses the same learning materials – just at different levels of support.
The Power of Curriculum Mapping
One of Abigail’s favorite strategies is curriculum mapping for goal alignment – what she calls the “fancier term” for bringing therapy and instruction together.
By identifying upcoming topics, vocabulary, and projects, therapists can pinpoint natural opportunities for speech and language intervention. For example:
- In any classroom reading activity, students can strengthen their understanding of tier-two vocabulary – words that add depth to language and connect meaning across texts.
- During science experiments, students can practice cause-and-effect relationships or sequencing.
- In writing units, students can build grammar and sentence expansion skills.
That question helps therapists anchor their goals in authentic classroom moments.
Bridging Therapy and Classroom Success
Co-planning bridges the gap between a student’s IEP goals and their academic demands. When SLPs, OTPs, PTs, and teachers collaborate intentionally, therapy becomes part of the learning experience – not an isolated add-on. It’s a chance for the team to share what’s working or not, problem-solve together, and co-create materials or strategies that benefit every student.
This is just a glimpse: get the full interview plus 13 other expert-led talks on mastering push-in therapy in schools.
About Abigail Long
Abigail is a speech-language pathologist based in Brooklyn, NY, with a decade of experience across private practice and school-based settings. She serves preschool through fifth-grade students and is passionate about the power of collaboration and carryover in the school environment.
Learn more about her work at thetypebslp.com