scholarly journals A school-commissioned model of speech and language therapy

2018 ◽  
Vol 34 (2) ◽  
pp. 141-153 ◽  
Author(s):  
Sarah White ◽  
Sarah Spencer
Keyword(s):  
Special Educational Needs ◽  
Speech And Language ◽  
Structured Interviews ◽  
Language Therapy ◽  
Framework Analysis ◽  
Speech And Language Therapy ◽  
Outcomes For Children ◽  
Communication Needs ◽  
Uk National Health Service ◽  
The Uk

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.

The UK Education of Overseas Students in Speech and Language Therapy

2001 ◽  
Vol 36 (s1) ◽  
pp. 339-344 ◽  
Author(s):  
Julie Marshall ◽  
Juliet Goldbart ◽  
Julie Phillips ◽  
Ruth Evans
Keyword(s):  
Speech And Language ◽  
Language Therapy ◽  
Speech And Language Therapy ◽  
Overseas Students ◽  
The Uk

scholarly journals Setting up a cohort study in speech and language therapy: lessons from The UK Cleft Collective Speech and Language (CC-SL) study

2017 ◽  
Vol 53 (3) ◽  
pp. 421-430 ◽  
Author(s):  
Yvonne Wren ◽  
Kerry Humphries ◽  
Nicola Marie Stock ◽  
Nichola Rumsey ◽  
Sarah Lewis ◽  
...  
Keyword(s):  
Cohort Study ◽  
Speech And Language ◽  
Language Therapy ◽  
Speech And Language Therapy ◽  
The Uk

scholarly journals Specialist provision for language disorder: Staff and service user views of a preschool language unit

2019 ◽  
Vol 35 (2) ◽  
pp. 93-111
Author(s):  
Hannah Harvey ◽  
Sarah Spencer
Keyword(s):  
Service User ◽  
Language Disorder ◽  
Language Disorders ◽  
Teaching Staff ◽  
Speech And Language ◽  
Language Therapy ◽  
Framework Analysis ◽  
Speech And Language Therapy ◽  
Preschool Language ◽  
Parent Questionnaires

Language units are specialist educational settings that provide integrated speech and language therapy and curriculum delivery for children with severe language disorders within mainstream schools. This study presents an account of a preschool language unit (PLU) from the perspectives of children with language disorders currently in attendance, their parents, and teaching staff. Six child-led, multi-modal interviews, six parent questionnaires, and interviews with three members of staff were analysed using Framework Analysis (Ritchie et al., 2003). Results showed that staff and parents perceive that attending the PLU positively impacts the children, but raised concerns that accessing PLUs can be difficult due to number restrictions. Children valued play and friendships within the PLU, while parents valued the PLU’s role in supporting communication and socialization. This study offers a unique account of how a PLU supports children with language disorders from the perspectives of children, parents and staff.

‘Deeply Troubling Questions’: The Teaching of Ethics in Undergraduate Courses

1993 ◽  
Vol 56 (11) ◽  
pp. 401-406 ◽  
Author(s):  
Rosemary E Barnitt
Keyword(s):  
Professional Practice ◽  
Ethical Issues ◽  
Occupational Therapists ◽  
Postal Survey ◽  
Speech And Language ◽  
Language Therapy ◽  
Moral Issues ◽  
Speech And Language Therapy ◽  
Ethics Teaching ◽  
The Uk

‘The professional is always at risk if the practice has not developed an ethical discipline.’ Ethical issues are challenging the providers of health care in the UK. Occupational therapists, physiotherapists and speech and language therapists cannot detach themselves from this development, and clinicians are confronted by a variety of moral issues while delivering patient care. A postal survey of all undergraduate courses in occupational therapy, physiotherapy and speech and language therapy in the UK was undertaken to find out how the teaching of ethics and moral reasoning was tackled in these programmes. It was discovered that the teaching of ethics was not a particularly well developed aspect of many courses, and that there was some uncertainty about what, how and when the topic of ethics should be addressed. A strong theme that emerged was the need for integration of ethics teaching with professional studies so that ethics was not seen as just an academic subject. There was little agreement over procedures for giving codes of professional practice to the students. Some examples of innovative practice with regard to both these issues are given.

Sign in / Sign up

Export Citation Format

Share Document