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
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教师与言语和语言治疗师之间的合作：为有言语、语言和沟通需求的小学生提供服务
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
Michelle Smith
中科院分区：
文献类型：
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作者：
A. Glover;Jane McCormack;Michelle Smith
言语、语言和交流需求(SLCN)在学龄儿童中很普遍。言语和语言治疗师(SLT)和教师之间的合作有利于支持儿童的沟通技能。这项研究的目的是调查两个专业群体的需求和他们在服务提供方面的偏好，当与患有SLCN的主流小学学龄儿童合作时。这项研究是在澳大利亚新南威尔士州的一个教育区域内进行的，采用了混合方法的研究设计。在第一阶段，邀请了在该区域工作的所有教师(学校n=156)和所有SLT(n=36)完成一份问卷。14名教师和6名外语教师回答了这一问题。在第二阶段，参与者的一个小样本(n=4)组成了一个焦点小组。在研究样本中，据报道发生了最少的合作实践。教师和可持续发展教师表示希望增加培训和知识以及开展更多的合作实践。教师和可持续发展教师还对在资金、人员和资源方面的系统性不足表示失望。这项研究的结果表明，需要在个人、人际和组织层面考虑服务提供的变化，以使SLCN儿童获得更好的结果，并增加对他们的家庭和与他们合作的专业人员的支持。
Speech, language and communication needs (SLCN) are prevalent among primary school-aged children. Collaboration between speech and 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 organizational level to enable better outcomes for children with SLCN and increased support for their families and the professionals who work with them.