Palikara, Olympia, Lindsay, Geoff, Cullen, Mairi Ann and Dockrell, Julie E. (2007) Working together? The practice of educational psychologists and speech and language therapists with children with specific speech and language difficulties. Educational & Child Psychology, Volume 24 (Number 4). pp. 76-88. ISSN 0267-1611.

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Abstract

Meeting the needs of children with specific speech and language difficulties (SSLD) has recently been an
area of public policy concern, because of the difficulties in securing speech and language therapy for
children with special educational needs (SEN). There is a clear need for education and health service staff
working together to support children with speech and language difficulties.
The present research involved case studies of six English local authorities (LAs), along with the eight
speech and language therapy services provided by the relevant local health trust. They were chosen as examples
of good practice in education and health services working together, on the basis of information provided
during a previous national study. The purpose of the research was to explore the collaborative practice of
educational psychologists (EPs) and speech and language therapists (SLTs) with respect to the education of
children with SSLD.
This paper reports the views of 51 EPs and 120 SLTs, who worked in the case study LAs with respect
to: collaboration; approach to assessment; provision; monitoring of progress; training and views on good
practice. Despite the positive regard for collaboration expressed by both EPs and SLTs, their practice revealed
little evidence of this occurring. Differences in approach, including the use of assessments for diagnostic
purposes and the preference for inclusive as opposed to specialist provision, revealed important differences
in conceptualisation between EPs and SLTs. The paper argues that these must be addressed so that collaborative
practice by EPs and SLTs may be used not only to develop good practice but also to improve
outcomes for children by effective practice.

Item Type:	Journal Article
Divisions:	Faculty of Social Sciences > Centre for Educational Development, Appraisal and Research (CEDAR)
Journal or Publication Title:	Educational & Child Psychology
Publisher:	The British Psychological Society
ISSN:	0267-1611
Official Date:	2007
Dates:	Date Event 2007 Published
Volume:	Volume 24
Number:	Number 4
Page Range:	pp. 76-88
Status:	Peer Reviewed
Publication Status:	Published
Access rights to Published version:	Restricted or Subscription Access

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