Barriers to Effective Speech Therapy Services in Public Special Education Institutions of Punjab, Pakistan

Abstract

Objective: This study examined barriers to speech and language therapy service delivery in public special education institutions of Punjab, Pakistan, and emphasized the need for collaborative professional input to address children’s communication needs effectively.

Methods: A qualitative research design was employed. Data were collected through semi-structured interviews and focus group discussions with five speech-language therapists and five special education teachers working in public special education institutions. Thematic analysis (Braun and Clarke, 2006, 2021) was used to identify key patterns related to service delivery barriers.

Results: The study identified multiple interconnected barriers affecting speech therapy service delivery in special education institutions, including weak administrative support, lack of structured programs, insufficient coordination between professionals, shortage of trained staff, limited professional development, low parental involvement, and inadequate physical and material resources. These factors collectively resulted in fragmented and inconsistent intervention practices across institutions.

Conclusion: The study highlights that speech and language therapy services in special education settings are shaped by systemic and organizational limitations rather than individual factors alone. These constraints create a gap between intended service provision and actual practice, resulting in inconsistent support for children with communication needs. Improving service effectiveness requires strengthening institutional structures, establishing formal collaboration mechanisms between therapists and teachers, enhancing workforce capacity through continuous professional development, and ensuring adequate provision of physical and technological resources.