The Re-Alignment of Educational Psychologists in Supporting Primary Schools to Enhance Provision for Children with Speech, Language and Communication Needs

Autor/inn/en	Vivash, Joanna; Dockrell, Julie; Lee, Frances
Titel	The Re-Alignment of Educational Psychologists in Supporting Primary Schools to Enhance Provision for Children with Speech, Language and Communication Needs
Quelle	In: Educational & Child Psychology, 35 (2018) 2, S.43-59 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1611
Schlagwörter	Educational Psychology; Psychologists; Role; Speech Language Pathology; Professional Personnel; Specialists; Communication Skills; Special Needs Students; Foreign Countries; Student Needs; Elementary Schools; Attitudes; Educational Practices; Student Experience; Parent Role; Classroom Techniques; Teaching Methods; Literacy Education; Speech Impairments; Language Impairments; Communication Disorders; United Kingdom (England) + Suchen Sie Ihr Suchwort? Erziehungspsychologie; Pädagogische Psychologie; Psychologist; Psychologe; Psychologin; Rollen; Personalbestand; Kommunikationsstil; Sonderpädagogischer Förderbedarf; Ausland; Elementary school; Grundschule; Volksschule; Attitude; Einstellung; Verhalten; Bildungspraxis; Studienerfahrung; Parental role; Elternrolle; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech impairments; Language handicaps; Kommunikationsstörung
Abstract	Aims: The role of educational psychologists (EPs) in relation to Speech, Language and Communication Needs (SLCN) has been relatively unexplored and when studies have targeted the role of EPs, their role has been at best peripheral. This paper aims to show how the re-alignment of EP practice could be made through exploring the different perspectives of how SLCN can be supported in schools, and to see where gaps and opportunities may exist between these perceptions and practice. Method: Three focus groups with professionals (EPs, Speech and Language Therapists (SLTs) and Specialist Teachers (STT)) were conducted and analysed using thematic analysis. 12 observations of Key Stage 1 classrooms using the Communication Supporting Classroom Observation Tool, and questionnaires with school staff (N = 40) were carried out and analysed using descriptive statistics. Findings: There was variability of perceptions and inconsistency of practice around strategies and approaches for supporting SLCN, such as the use of evidence-based interventions, adult talk and opportunities to develop emerging literacy skills. Conclusions: There are challenges in delivering provision for children with SLCN, confounded by an apparent discrepancy within and between professionals' and schools' views as to how such provision should be delivered. EPs are uniquely positioned to support schools in overcoming these challenges, particularly through joint problem solving and resolving tensions which may exist between services, and supporting schools to translate research into effective practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01