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Dual-qualified teachers and speech-language therapists reflect on preparation and practice in school-based language and literacy

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journal contribution
posted on 30.03.2021, 00:56 by Emina McLean, Pamela Snow, Natanya Serry
© The Author(s) 2021. Internationally, professional bodies are increasingly recognizing a role for speech-language therapists (SLTs) in identifying and supporting students who struggle with literacy. Although some guidelines have been developed to support this work, little is understood about the overlapping, but distinctive knowledge bases claimed by SLTs and teachers with respect to reading instruction and provision of additional support to struggling readers. In this article, we report on a qualitative exploration of the experiences and perspectives of 25 professionals in Australia who are dually qualified as teachers and SLTs. The aim of this study was to understand the views from both professional perspectives about pre-service training and barriers and facilitators pertaining to literacy instruction and intervention. Paradigm differences in conceptualizing reading instruction and support, bi-directional knowledge of scope of practice, and employment barriers and enablers emerged as themes and are discussed with reference to implications for pre-service training and interprofessional practice in school settings.

History

Publication Date

01/01/2021

Journal

Dual-qualified teachers and speech-language therapists reflect on preparation and practice in school-based language and literacy

Article Number

ARTN 0265659021995543

Pagination

15p.

Publisher

Sage

ISSN

0265-6590

Rights Statement

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