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Teachers' perspectives on the role and scope of practice of speech-language pathologists working to support literacy in the early years of school.

Purpose: The purpose of this study was to explore the views of teachers in early year levels about the role and scope for speech-language pathologists (SLPs) to work on literacy support in schools. Method: Sixty-one teachers from mainstream government schools across Victoria, Australia, completed an...

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Published in:International Journal of Speech-Language Pathology Vol. 26; no. 5; pp. 623 - 637
Main Authors: Stephenson, Caitlin F., Serry, Tanya A., Snow, Pamela C.
Format: research tables/charts Journal Article
Published: Taylor & Francis Ltd Oct2024
Online Access:View this record in EBSCOhost
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      dt: Oct2024
      vid: 26
      iid: 5
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      pub: Taylor & Francis Ltd
      place: Philadelphia, Pennsylvania
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        10.1080/17549507.2023.2250934
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        atl: Teachers' perspectives on the role and scope of practice of speech-language pathologists working to support literacy in the early years of school.
      aug:
        au:
          Stephenson, Caitlin F.
          Serry, Tanya A.
          Snow, Pamela C.
        affil: School of Education, La Trobe University, Melbourne, Australia
      sug:
        subj:
          Faculty Attitudes Evaluation
          Speech-Language Pathologists
          Professional Role
          Scope of Practice
          Schools, Elementary
          Literacy In Infancy and Childhood
          Human
          Child
          Teachers
          Surveys
          Interprofessional Relations
          Reading
          Writing
          Descriptive Statistics
          Convenience Sample
          Victoria
          Child: 6-12 years
      ab: Purpose: The purpose of this study was to explore the views of teachers in early year levels about the role and scope for speech-language pathologists (SLPs) to work on literacy support in schools. Method: Sixty-one teachers from mainstream government schools across Victoria, Australia, completed an anonymous, online survey. Result: Although many respondents reported knowing that SLPs support the literacy learning of some students in their school, they had limited awareness of the scope of speech-language pathology practice in literacy instruction and intervention. Conclusion: Limited awareness of SLPs' expertise and scope of practice may be leading to missed opportunities for collaborative practices. In order to capitalise on SLPs' skill set for the benefit of students, the speech-language pathology profession should better promote and raise awareness of the various ways in which SLPs can collaborate within interprofessional literacy teams in schools.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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