Teachers and Speech and Language Therapists Working with Children with Physical Disabilities: Implications for Inclusive Education

Wright, Jannet A.; Kersner, Myra

doi:10.1111/1467-8527.00139

Cited by 14 publications

(23 citation statements)

References 9 publications

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“…[Q SLT1] Time constraints, as a barrier to collaborative working, is reflective of findings from previous studies (Hall, 2005;Hartas, 2004;Kersner & Wright, 1996;Marshall, Ralph, & Palmer, 2002;Wright & Kersner, 1999. Teachers and SLTs both agreed that there was limited time to meet, plan, discuss or collaborate which affected their relationship and in turn, their ability to collaborate.…”

Section: "Too Many Patients and Not Enough Time To Communicate Propermentioning

confidence: 73%

“…SLTs are trained to "take a linguistically analytical approach to language" Barriers to collaborative practice between teachers and SLTs include: lack of communication (Hartas, 2004) and lack of time to engage in collaborative discussions (Hartas, 2004;Wright and Kersner, 1999;. Additionally, the employment of teachers and SLTs by different agencies can be problematic for collaboration.…”

Section: Collaboration Between Teachers and Speech-language Therapistsmentioning

confidence: 99%

“…Factors that facilitate collaborative working practices include: increased time to spend together, and closer professional interactions (Wright and Kersner, 1999); a shared language and understanding of each other's roles (Kersner, 1996;Law et al, 2000b); similar beliefs and an ability to adapt and increased communication between the two groups (Hartas, 2004); individual responsibility and a willingness to contribute; a need for a good organisational structure which clearly defines roles and expectations; and the use of policies which encourage teamwork (Hartas, 2004).…”

Section: Collaboration Between Teachers and Speech-language Therapistsmentioning

confidence: 99%

“…Significantly different frameworks and models of prioritisation can cause tension (Law et al, 2000b). Differences between the required teaching content of teachers and SLTs (Tollerfield, 2003) and the different priorities of the two professional groups have also been reported as hindering joint professional practice (Wright and Kersner, 1999). There is limited research which has investigated the views of teachers and SLTs regarding current practices and service delivery models, and preferences for practice and service delivery, within mainstream schools for children with SLCN.…”

Section: Collaboration Between Teachers and Speech-language Therapistsmentioning

confidence: 99%

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Collaboration between teachers and speech and language therapists: Services for primary school children with speech, language and communication needs

Glover

McCormack

Smith-Tamaray

2015

Child Language Teaching and Therapy

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Speech, language and communication needs (SLCN) are prevalent among primary school aged children. Collaboration between speech-language therapists (SLTs) and teachers is beneficial for supporting children's communication skills. The aim of this study was to investigate the needs of both professional groups and their preferences for service delivery when working with mainstream, primary school aged children with SLCN. This study was undertaken within one education region in New South Wales, Australia, using a mixed-methods research design. In Phase 1, all teachers (schools n=156) and all SLTs (n=36) working within the region were invited to complete a questionnaire. Responses were obtained from 14 teachers and 6 SLTs. In Phase 2, a subsample of participants (n=4) contributed to a focus group. Within the study sample, minimal collaborative practice was reportedly occurring. Teachers and SLTs expressed a desire for increased training and knowledge and more collaborative practice. Teachers and SLTs also expressed frustration at perceived systemic inadequacies with regard to funding, personnel and resources. Findings from this study suggest that change to service delivery needs to be considered at an individual, interpersonal and organisational level to enable better outcomes for children with SLCN and increased support for their families and the professionals who work with them.3 Speech, language and communication needs (SLCN) are highly prevalent (Law et al., 2000a), affecting between 12% and 13% of primary and secondary school children (McLeod and McKinnon, 2007). Indeed, SLCN is reportedly more prevalent than other areas of learning need including behavioural/emotional difficulty, physical/medical disability, intellectual disability, hearing and visual impairment (McLeod and McKinnon, 2007).Children with SLCN often have difficulties with literacy, academic achievement and socialisation throughout their school years (Felsenfeld et al., 1994;McCormack et al., 2011).Persistent SLCN has been linked to reading difficulties (Catts, 1997), problems with literacy (Dockrell & Lindsay, 2000;Schuele, 2004), educational underachievement (Snowling et al., 2001, and behavioural difficulties (Botting and Conti-Ramsden, 2000). In addition, children with SLCN have been found to receive lower ratings of social acceptance than typically developing peers (Lindsay and Dockrell, 2002). Difficulties may be due to the impact of SLCN on children's ability to "access the curriculum and interact with their peers" (Dockrell and Lindsay, 2000: 25).In Australia, the presence of SLCN has been identified by teachers as the most important predictive factor for their recommendation that students required a high level of support in the classroom (McLeod and McKinnon, 2010). However, teachers have also reported that the majority of students identified as having SLCN receive no involvement from outside agencies (i.e. speech and language therapists or professionals other than teachers) (McLeod and McKinnon, 2007). Whilst early and timely ...

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Section: "Too Many Patients and Not Enough Time To Communicate Propermentioning

confidence: 73%

Section: Collaboration Between Teachers and Speech-language Therapistsmentioning

confidence: 99%

Section: Collaboration Between Teachers and Speech-language Therapistsmentioning

confidence: 99%

Section: Collaboration Between Teachers and Speech-language Therapistsmentioning

confidence: 99%

See 2 more Smart Citations

Collaboration between teachers and speech and language therapists: Services for primary school children with speech, language and communication needs

Glover

McCormack

Smith-Tamaray

2015

Child Language Teaching and Therapy

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“…The two professions come with different understandings of how to achieve appropriate child outcomes, with SLPs traditionally focused on individual children within a classroom and conversational skills, whereas ECPs focus on the whole cohort and school preparation (Miller, 1999;Wright & Kersner, 1999). Additionally, traditional practice by SLPs with ECPs often puts the SLP in the role of visiting expert and the ECP as the recipient of their expertise (Hartas, 2004;Paradice, Bailey-Wood, Davies, & Solomon, 2007).…”

Section: Please Scroll Down For Articlementioning

confidence: 99%

Evidence-based practice in speech language pathologist training of early childhood professionals

El-Choueifati

Purcell

McCabe

et al. 2012

Evidence-Based Communication Assessment and Intervention

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With more children attending formal child care and limited speech language pathology resources, there is a need to consider alternate service delivery models. One such approach is clinician training of early childhood professionals (ECPs). To be appropriately targeted and efficient, training programs should be based on research evidence. This systematic review focuses on studies into which ECP skills improve child language and literacy. Databases searched were PsychINFO, Scopus, Web of Science, CINAHL, ERIC, LLBA, and Medline from 1990 onwards. Papers were included if they were (a) studies reporting the efficacy of professional development programs in terms of positive outcomes for both child and ECP, or (b) longitudinal or cross-sectional experimental investigations that examined the relation between ECP skills and child language/literacy outcomes. The initial search identified 212 potential studies with 34 studies meeting the inclusion criteria. These 34 studies included 2 longitudinal, 1 descriptive, and 31 crosssectional experiments (16 randomized controlled trials, RCTs; 15 non-RCTs). The review identified four key skill categories: (a) quality adult-child interactions; (b) explicit literacy instruction; (c) storytelling skills; and (d) supporting peer-to-peer interactions. The inclusion of these skills by clinicians in training of ECPs is supported by research evidence.

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Secondary School Support Teachers’ Perception of Speech-language Pathology Services to Adolescents

Hollands

McMahon

Kraayenord

2006

Australas. j. spec. educ.

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A survey was conducted to investigate secondary school support teachers’ perceptions of speech-language pathology services to students experiencing language difficulties. Information was sought regarding support teachers’ understanding of language disorder, their experience with students who have language difficulties and their involvement with speech-language pathologists with regard to these students. Support teachers’ views on supporting adolescents who are experiencing language difficulties were also sought as well as information regarding their satisfaction with speech-language pathology services to adolescents. Findings indicated variations in support teachers’ perceptions, including mixed views regarding how speech-language pathologists should offer assistance to students. The need for support teachers and speech-language pathologists to offer each other professional training was indicated.

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Teachers and Speech and Language Therapists Working with Children with Physical Disabilities: Implications for Inclusive Education

Cited by 14 publications

References 9 publications

Collaboration between teachers and speech and language therapists: Services for primary school children with speech, language and communication needs

Collaboration between teachers and speech and language therapists: Services for primary school children with speech, language and communication needs

Evidence-based practice in speech language pathologist training of early childhood professionals

Secondary School Support Teachers’ Perception of Speech-language Pathology Services to Adolescents

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