Building Collaboration between Professionals in Health and Education through Interdisciplinary Training

Autor/inn/en	O'Toole, Ciara; Kirkpatrick, Vickie
Titel	Building Collaboration between Professionals in Health and Education through Interdisciplinary Training
Quelle	In: Child Language Teaching and Therapy, 23 (2007) 3, S.325-352 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/0265659007080685
Schlagwörter	Learning Problems; Interpersonal Relationship; Interaction; Rating Scales; Health Personnel; Delayed Speech; Language Impairments; Speech Therapy; Language Attitudes; Interdisciplinary Approach; Cooperation; Mild Disabilities; Severe Disabilities; Children; Remedial Instruction; Learning Disabilities; Allied Health Personnel; Speech Language Pathology; Likert Scales; Questionnaires; Pilot Projects; Special Education + Suchen Sie Ihr Suchwort? Lernproblem; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Rating-Skala; Medizinisches Personal; Sprachverzögerung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Entwicklungsproximale Sprachtherapie; Logotherapie; Sprachverhalten; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Co-operation; Kooperation; Severe disability; Schwerbehinderung; Child; Kind; Kinder; Förderkurs; Learning handicap; Lernbehinderung; Likert-Skala; Fragebogen; Pilot project; Modellversuch; Pilotprojekt; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	This study examined the impact of a training programme which aimed to support language-, literacy- and social-communication-promoting strategies for professionals working with children with language delay. Sixteen teachers, special needs assistants and therapists based in services for children with mild to severe learning difficulties attended workshops and took part in six video-feedback sessions from the Hanen "Learning Language and Loving It" Programme (Weitzman, 1992). Video analysis found that participants' language and social interaction skills significantly improved on most of the targeted skills. However, the majority of skills needed further development as indicated by a rating scale. There was also a significant improvement in how participants rated their skills in working with children with speech and language difficulties and in their attitudes towards their role in remediating speech and language difficulties. There was no significant change in their opinions towards collaborative working practices. The findings suggest that with appropriate training, allied education and health professionals can produce measurable changes in behaviour and attitudes towards implementing speech- and language-promoting strategies. (Contains 4 tables and 1 figure.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10