EDUCATIONAL SPEECH-LANGUAGE PATHOLOGY AND SUPPORT FOR TEACHERS IN THE EARLY IDENTIFICATION OF LANGUAGE DISORDERS

Abstract

This article discusses the role of speech-language pathologists in supporting primary and secondary school teachers in the early identification of language disorders through continuing education, systematic classroom observation, the use of warning sign checklists, and non-diagnostic screening strategies. It addresses the development of referral pathways, guidance for families, and collaborative work with teachers and multidisciplinary teams, aiming to reduce learning barriers and promote the development of oral and written language skills. This is a literature review of scientific literature published between 2020 and 2025. The analysis showed that teacher training increases assertive referrals and improves the accuracy in identifying language disorders. The preventive and consultative role of speech-language pathologists in schools enhances the timely detection of alterations, improves inclusive pedagogical practices, and optimizes access to specialized interventions when necessary.