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Collaboration in Glasgow's primary school language units.

M Fletcher1

  • 1Department of Speech and Language Therapy, Royal Hospital for Sick Children, Yorkhill, Glasgow. mjfletcher@compuserve.com

International Journal of Language & Communication Disorders
|May 27, 1999
PubMed
Summary
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Teacher and speech and language therapist (SLT) collaboration in Glasgow primary language units is mostly convenient, not committed. Inadequate role definition hinders joint language development work, requiring critical evaluation of working models.

Area of Science:

  • Education
  • Speech and Language Therapy
  • Collaborative Practices

Background:

  • Effective collaboration between educators and speech and language therapists (SLTs) is crucial for supporting children with language development needs.
  • Previous research highlights varying levels of cooperation in educational settings.

Purpose of the Study:

  • To evaluate the quality of collaboration between teachers and SLTs in Glasgow's primary language units.
  • To identify specific areas for improvement in teacher-SLT partnerships.

Main Methods:

  • Analysis of collaboration quality using a three-level scale: nominal, convenient, and committed.
  • Qualitative discussion of observed teacher-SLT interactions and joint work.

Main Results:

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  • Overall collaboration quality was assessed as 'convenient', falling short of 'committed' cooperation.
  • Identified issues include unclear role definitions and a lack of structured joint activities.
  • Some aspects of the relationships indicate potential for committed cooperation.

Conclusions:

  • Current teacher-SLT collaboration in Glasgow's language units is primarily convenient, necessitating improvements.
  • Addressing role definition and structural support is key to enhancing joint language development initiatives.
  • Critical evaluation of existing collaborative models is essential for future development.