Collaboration between LEA and SLT Managers for the Planning of Services to                Children with Speech and Language Needs

Radford, Julie; Law, James; Soloff, Nina; Lindsay, Geoff; Peacey, Nick; Gascoigne, Marie; Band, Susan

doi:10.1177/0263211x030311006

Cited by 6 publications

(1 citation statement)

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“…These studies identified a high level of variation in provision with specialist educational provision focused on children up to the end of Key Stage 2 (11 years) and a lack of such provision subsequently, together with substantial variation between Local Authorities (LAs) and Primary Care Trusts (PCTs) (Dockrell et al 2006, Lindsay et al 2005a). Service delivery also varied, for example in the use of clinics or consultative models of speech and language therapist (SLT) involvement with schools and early years provision (Law et al 2002) and the role played by parents and managers in developing services (Band et al 2002, Radford et al 2003). Within education, service delivery is universal whereas speech and language therapy is a specialist resource delivered to a minority of children.…”

Section: Introductionmentioning

confidence: 99%

Meeting the needs of children and young people with speech, language and communication difficulties

Lindsay

Dockrell

Desforges

et al. 2010

Intl J Lang & Comm Disor

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Background: The UK government set up a review of provision for children and young people with the full range of speech, language and communication needs led by a Member of Parliament, John Bercow. A research study was commissioned to provide empirical evidence to inform the Bercow Review. Aims: To examine the efficiency and effectiveness of different arrangements for organizing and providing services for children and young people with needs associated with primary speech, language and communication difficulties. Methods & Procedures: Six Local Authorities in England and associated Primary Care Trusts were selected to represent a range of locations reflecting geographic spread, urban/rural and prevalence of children with speech, language and communication difficulties. In each case study, interviews were held with the senior Local Authority manager for special educational needs and a Primary Care Trust senior manager for speech and language therapy. A further 23 head teachers or heads of specialist provision for speech, language and communication difficulties were also interviewed and policy documents were examined. Outcomes & Results: A thematic analysis of the interviews produced four main themes: identification of children and young people with speech, language and communication difficulties; meeting their needs; monitoring and evaluation; and research and evaluation. There were important differences between Local Authorities and Primary Care Trusts in the collection, analysis and use of data, in particular. There were also differences between Local Authority/Primary Care Trust pairs, especially in the degree to which they collaborated in developing policy and implementing practice. Conclusions & Implications:This study has demonstrated a lack of consistency across Local Authorities and Primary Care Trusts. Optimizing provision to meet the needs of children and young people with speech, language and communication difficulties will require concerted action, with leadership from central government. The study was used by the Bercow Review whose recommendations have been addressed by central government and a funded action plan has been implemented as a result.

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Section: Introductionmentioning

confidence: 99%

Meeting the needs of children and young people with speech, language and communication difficulties

Lindsay

Dockrell

Desforges

et al. 2010

Intl J Lang & Comm Disor

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An analysis of contemporary literature on strategy in education

Eacott¹

2008

International Journal of Leadership in Education

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Speech and language therapy services to education in England and Wales

Lindsay

Soloff

Law

et al. 2002

Intl J Lang & Comm Disor

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Services for children with speech and language needs in England and Wales are in a period of change. The context is subject to major systemic pressures deriving from government policies. These include the development of inclusive education and encouragement of multiprofessional collaboration in policy development and practice ('joined up thinking'). In addition, structures at local level are changing with the establishment of unitary authorities and the change from Health Trusts to Primary Care Trusts. Professional practice is also changing with a shift from clinical to community settings for speech and language therapists working with children. The present study reports on a survey sponsored by the Department for Education and Employment, Department of Health and the Welsh Assembly to identify the nature of speech and language therapy (SLT) services provided to education in England and Wales. The sample comprised all SLT service managers (n = 133, response rate 74%). The results indicate that services vary greatly in size and in their SLT: child ratio, with a mean of one SLT to 4257 child population. The caseload was highest for the 5-10 age group, and service delivery was targeted at these children, with low levels of work with secondary aged pupils. Most provision in educational settings was made to mainstream schools, but the provision of SLT time per child was substantially higher in specialist language resources. Apart from the preschool phase, most SLT provision was for children with statements of special educational needs. Prioritization of service delivery was usually by severity of need. The provision of bilingual SLT services was very limited, with only 14.0 full-time equivalents SLTs fluent in a community language, other than Welsh, where proportionately availability was much greater. Most LEAs funded SLT posts, although these were usually employed as part of the SLT service, with only about 10% of LEAs employing SLTs direct. However, 55.5% of SLT managers reported that recruitment and retention were problematic, resulting in gaps in the service. These findings are discussed with respect to changes driven by professional judgements on the nature of optimal service delivery, and government policy, with particular reference to inclusion and equity of service delivery.

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Collaboration between LEA and SLT Managers for the Planning of Services to Children with Speech and Language Needs

Cited by 6 publications

References 7 publications

Meeting the needs of children and young people with speech, language and communication difficulties

Meeting the needs of children and young people with speech, language and communication difficulties

An analysis of contemporary literature on strategy in education

Speech and language therapy services to education in England and Wales

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