基于学校的语音语言病理学家对与普通教育教师合作语言和识字指导的看法:一项调查
Danika L Pfeiffer1, Michelle McOsker2, Erin Stehle Wallace3
1School of Speech-Language Pathology, Old Dominion University, Norfolk, VA.
Language, speech, and hearing services in schools
|April 4, 2025
概括
语音语言病理学家 (SLP) 需要与普通教育教师进行更多的合作培训,以有效地进行语言和识字指导. 加强培训伙伴关系可以改善学生的成绩.
科学领域:
- 教育教育教育教育教育教育.
- 语音语言病理学 语言病理学
- 协作指导协作指导
背景情况:
- 协作式的语言和识字教学对于学生的成功至关重要.
- 语音语言病理学家 (SLPs) 在支持学校语言和识字发展方面发挥着关键作用.
- 了解SLP对协作的看法对于改善教学实践至关重要.
研究的目的:
- 评估K-5学校的SLPs所感知的知识,培训,支持和协作语言和识字指导的经验.
- 确定SLP和普通教育教师之间有效合作的障碍和促进者.
主要方法:
- 进行了一项针对167名K-5级学校的小学教师的全国性调查.
- 该调查利用了行为变化理论领域框架和跨专业教育合作的核心能力.
- 数据分析的重点是SLP自我报告的知识,培训和感知到的支持.
主要成果:
- 小学教师认为,他们对个性化教育计划 (IEP) 协作知识最熟悉,对课堂协作教学知识最少.
- 虽然大多数SLP接受了现役培训,但其时间与感知到的知识没有相关性.
- 语音服务提供者报告说,他们得到了管理人员的支持,但注意到一般教育教师之间对于语音服务提供者在协作教学中的价值和作用的一致性很低.
- 合作的感知价值与环境支持相关.
结论:
- 调查结果强调,需要为SLP和普通教育教师提供综合的服务前和服务中的培训.
- 协作培训可以增强SLP在语言和识字指导中的参与.
- 让教师作为培训合作伙伴参与培训,有可能改善干预和学生的成绩.
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