A School-Commissioned Model of Speech and Language Therapy

Autor/inn/en	White, Sarah; Spencer, Sarah
Titel	A School-Commissioned Model of Speech and Language Therapy
Quelle	In: Child Language Teaching and Therapy, 34 (2018) 2, S.141-153 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/0265659018780961
Schlagwörter	Speech Therapy; Health Services; Models; Intervention; Semi Structured Interviews; Special Education; Special Needs Students; Administrator Attitudes; Foreign Countries; Allied Health Personnel; Outcomes of Treatment; Delivery Systems; Staff Development; Costs; Guidelines; Consultation Programs; Cooperation; Educational Environment; Financial Support; School Districts; United Kingdom + Suchen Sie Ihr Suchwort? Entwicklungsproximale Sprachtherapie; Logotherapie; Health service; Gesundheitsdienst; Gesundheitswesen; Analogiemodell; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Ausland; Auslieferung; Personnel development; Personalentwicklung; Cost; Kosten; Richtlinien; Fachberatung; Co-operation; Kooperation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Finanzielle Förderung; School district; Schulbezirk; Großbritannien
Abstract	Many speech and language therapy (SLT) services have limited capacity for providing school-based input. Some offer commissioned SLT input, to enhance the service provided by the UK National Health Service (NHS), giving schools the option to increase the amount and scope of SLT intervention. This two-tiered model of service provision is relatively new and has not been researched. This study investigated the experiences of schools who had commissioned input from the local SLT service, in terms of (1) describing how this was utilized and (2) exploring perceptions of its value. Semi-structured interviews were carried out with special educational needs co-ordinators (SENCos) from 11 schools and were thematically analysed using Framework Analysis. SENCos reported many positive aspects of the commissioned model, including better communication with Speech and Language Therapists (SLTs) and improved outcomes for children. SENCos felt that the numbers of children with speech, language and communication needs (SLCN) had reduced following commissioned input. Very few disadvantages of the model were identified. SLTs delivered a range of activities, including training staff and providing direct input for children. SENCos would recommend the service, and perceived the cost to be moderate. These data suggest that SENCos place a high value on SLT in schools, and welcome the opportunity to purchase additional input. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01