Teachers’ Attitudes and Beliefs towards the Speech and Language Referral Process
Cardiff Metropolitan University
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Research suggests the efficiency of speech and language therapy (SLT) services are at risk due to inaccurate referrals. Shortcomings have also been found in the levels of collaboration between the teaching and SLT professions, despite teachers having an increased role in identifying children with speech and language impairments. This study aimed to assess the attitudes of teachers towards the referral process and considers reasons why teachers may not make accurate referrals. The views of 48 teachers from a tier of mainstream primary schools in England who completed a questionnaire are presented. The majority had not received any additional training on speech and language since they qualified as teachers, but most expressed a desire to undertake more training and cited hands on experience and peer support as useful sources of information. There was an inconsistent level of contact and collaboration between the participants and their SLT service, although most knew how to refer a pupil. This study suggests that additional training should be made available for teachers regarding speech and language and that collaboration and opportunities for sharing knowledge and experiences with peers should be maximised.
B.Sc. (Hons) Speech and Language Therapy
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