Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.593637
Title: An investigation of a trans-disciplinary model of early language intervention and practice for children with speech, language and communication difficulties in mainstream education
Author: McMahon-McKeever, Elizabeth Anne
Awarding Body: University of Ulster
Current Institution: Ulster University
Date of Award: 2013
Availability of Full Text:
Access through EThOS:
Abstract:
As a consequence of growing inclusion for children with Special Educational Needs (SEN) in mainstream schools. there has been an increase in children with speech, language and communication needs (SLCN) in such educational settings. The role of the Speech and Language Therapist (SLT) has therefore developed to encompass the training and empowerment of education staff to provide intervention for children with SLCN through curriculum delivery within a consultative therapeutic approach. This research investigated integrated service delivery implementing a trans-disciplinary model of SLT provision. It explored the characteristics of a trans-disciplinary model of inter-professional practice and provided an in-depth evaluation of issues relating to the delivery of this SL T service in the classroom. Professional service and policy issues impacting on a trans-disciplinary model of SL T practice, as well as strategic and policy issues relating to the model of practice were investigated. A Case Study approach was adopted with mixed evaluation tools (questionnaire. focus groups and systematic observation). Key issues were highlighted from an initial survey and explored further using focus groups. Systematic observations took place in the classroom to investigate teachers' application of their acquired knowledge and skills to support children's communication skills through curriculum delivery. Education staff reported increased knowledge. skills and confidence in identifying and supporting children with SLCN as a result of participating in trans-disciplinary practice. Demonstration of language-enhancement activities/strategies in the classroom by the SLT was perceived as the most beneficial element of this model. The research highlighted the extended impact of the trans-disciplinary model in building the capacity of other school staff to identify and support SLCN. This study advances our knowledge about a trans-disciplinary model of teamwork and its benefits and limitations for education staff. It also contributes considerably to our knowledge about collaborative practice between SLTs and education staff during transdisciplinary practice.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.593637  DOI: Not available
Share: