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Related Experiment Videos

Collaborative working practices in schools for children with physical disabilities.

J A Wright1, M Kersner

  • 1Dept of Human Communication Science, University College London.

International Journal of Language & Communication Disorders
|May 27, 1999
PubMed
Summary

Speech and language therapists (SLTs) and teachers in special schools collaborate differently when working with children with physical disabilities. Most SLTs and teachers utilize alternative and augmentative communication (AAC) systems.

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Area of Science:

  • Special Education
  • Speech-Language Pathology
  • Child Development

Background:

  • Understanding collaborative practices between speech and language therapists (SLTs) and teachers is crucial for supporting children with physical disabilities.
  • Previous research highlighted specific collaborative patterns in schools for children with severe learning disabilities (SLD).
  • The current study investigates these patterns in a different educational context.

Purpose of the Study:

  • To examine the patterns of collaborative working between SLTs and teachers in special schools for children with physical disabilities.
  • To compare these patterns with those found in schools for children with severe learning disabilities (SLD).
  • To explore the use of alternative and augmentative communication (AAC) systems in this population.

Main Methods:

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  • A questionnaire survey was distributed to SLTs and teachers in 83 special schools catering to children with physical disabilities.
  • Response data was collected from 62 teachers and 47 SLTs.
  • The study analyzed reported collaborative working patterns and the use of AAC.

Main Results:

  • Distinct patterns of collaborative working were observed in special schools for children with physical disabilities, differing from those in schools for children with SLD.
  • The majority of participating SLTs and teachers reported using alternative and augmentative communication (AAC) systems with the children.
  • Speech and language therapists (SLTs) were primarily responsible for introducing AAC aids to children and their families.

Conclusions:

  • Collaborative practices between SLTs and teachers in special schools for children with physical disabilities exhibit unique characteristics.
  • The widespread use of AAC highlights its importance in supporting communication for children with physical disabilities.
  • Findings suggest a need to consider these specific collaborative and clinical practices in the specialist training of speech and language therapists.