Effective collaboration between speech and language therapists (SLTs) and teachers is essential for meeting the needs of children with developmental language disorders (DLD) in school settings. A recent study titled Engaging multiple stakeholders to improve speech and language therapy services in schools: an appreciative inquiry-based study provides valuable insights on how to enhance these services by involving key stakeholders such as SLTs, teachers, parents, and the children themselves.
The study utilized appreciative inquiry, a method that enables stakeholders to envision their ideal service scenario, thus focusing on strengths and potential rather than problems. This approach involved five focus groups and nine interviews with 27 participants, including SLTs, teachers, parents, and children with DLD. The findings emphasize the importance of engaging a diverse group of stakeholders to co-design speech and language therapy services.
Here are some key takeaways from the study that practitioners can implement to improve their skills and service delivery:
- Tailored and Enabling Supports: Supports should be individually tailored to each child's needs and interests. They should be regularly reviewed and adapted to ensure they are effective and relevant. This means creating a strengths-based approach that enables children to succeed and become more independent in their learning.
- Inclusive and Safe Learning Environments: The ideal classroom setting should be inclusive, safe, and supportive. This involves creating a culture of listening and noticing, where children feel safe to take risks and are accepted for their differences. Practitioners should work towards making the classroom a space where every child can contribute and feel valued.
- Collaboration and Shared Responsibility: Effective speech and language therapy services require strong collaboration between SLTs, teachers, parents, and the children. This means sharing responsibility for the child's progress and ensuring that all stakeholders have a voice in decision-making processes. SLTs should work closely with teachers in the classroom to provide integrated support.
- Child-Centered Approach: The needs of the child should be central to all service and resource decisions. This involves listening to the child's voice and considering their perspectives when planning and delivering supports. Children with DLD should be given opportunities to influence the decisions that affect their learning and development.
The study also highlights the importance of creating a collaborative culture where differences in perspectives are acknowledged and managed. This requires ongoing dialogue and mutual respect among all stakeholders involved in the child's education and therapy.
For practitioners looking to improve their skills and outcomes for children with DLD, it is essential to adopt a holistic and inclusive approach that considers the child's social and emotional needs as well as their language development. Engaging multiple stakeholders in the co-design of services can lead to more effective and meaningful support for children with DLD.
To read the original research paper, please follow this link: Engaging multiple stakeholders to improve speech and language therapy services in schools: an appreciative inquiry-based study.
