SLTs and Education: Social Capital Relations during COVID-19 Disruption

Autor/inn/en	McCartney, Elspeth; Forbes, Joan
Titel	SLTs and Education: Social Capital Relations during COVID-19 Disruption
Quelle	In: Scottish Educational Review, 54 (2023) 2, S.216-237 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McCartney, Elspeth) ORCID (Forbes, Joan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-9072
Schlagwörter	Speech Language Pathology; Allied Health Personnel; School Personnel; Students with Disabilities; Language Impairments; Student Needs; Cooperation; COVID-19; Pandemics; School Closing; Foreign Countries; Social Capital; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Schulpersonal; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Co-operation; Kooperation; School closings; Schule; Schließung; Schließung (von Schulen); Ausland; Sozialkapital
Abstract	During COVID-19 lockdown precautions in Scotland, severe disruption occurred to collaborative working amongst speech and language therapists (SLT?s) and education authorities' staff meeting the needs of school pupils with language disorders. This was documented in surveys undertaken by the SLT UK professional body, and by Scottish child health services' SLT lead practitioners. An SLT Scotland officer fed the findings to a national working party updating the Scottish digital health and care strategy, and to other decision makers. The social capital relations involved and developed are here described using Bourdieusian theoretical frameworks, and the cross-sectoral, cross-institutional restabilising commitments, relations and professional agency required to re-establish collaborative working practices are presented and discussed. (As Provided).
Anmerkungen	BRILL. Plantijnstraat 2, 2321 JC Leiden, the Netherlands. e-mail: apse.journal@gmail.com; e-mail: support-programmanagement@brill.com; Web site: https://brill.com/view/journals/ser/ser-overview.xml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01