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首页> 外文期刊>BMC Health Services Research >Engaging multiple stakeholders to improve speech and language therapy services in schools: an appreciative inquiry-based study
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Engaging multiple stakeholders to improve speech and language therapy services in schools: an appreciative inquiry-based study

机译：从事多个利益相关者改善学校的言语和语言治疗服务：一个欣赏的查询研究

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Effective collaboration between speech and language therapists (SLTs) and teachers is essential in meeting the needs of children with developmental language disorders in school, but it is difficult to achieve. Currently, many children receive inadequate speech and language therapy services and/or support in school. The aim of this study was to engage key stakeholders (SLTs, teachers, parents and children with DLD) in the co-design of their ideal speech and language therapy service and support in school. The study was undertaken in order to inform the development of a conceptual model to guide collaborative practice when working with this population. A qualitative study involving a diverse range of key stakeholders and using appreciative inquiry. This is a method which enables those involved to construct their 'ideal' about a topic of interest. Recruitment was carried out using purposive sampling. We conducted focus groups with practitioners (SLTs and teachers) and parents as well as semi-structured interviews with children who have DLD using 'draw and tell' techniques. A total of five focus groups and nine interviews were conducted with participants (n?=?27). The children described their ideal supports as those which enabled them to connect, contribute and achieve. They describe ways in which environmental barriers in school needed to be addressed to allow them to do so. The professionals primarily described ways in which the language skills of the child could be improved. Both parents and practitioner groups described the importance of strengthening networks between service providers and service users. They also highlighted the need to promote a collaborative culture if stakeholders are to work effectively together across sectors. There were differences in perspectives about the ways in which speech and language therapy services and supports could be improved, demonstrating the importance of engaging a diverse group of stakeholders. Of note were the unique insights the children brought about the barriers they faced as a result of their difficulties. Based on our findings we propose that children should be given influence in decisions about the supports that they receive in school. Implications for policy, research and practice are discussed.
机译：言语和语言治疗师（SCTS）和教师之间的有效合作对于在学校的发育语言障碍的需求方面至关重要，但很难实现。目前，许多儿童在学校的言语和语言治疗服务和/或支持不足。本研究的目的是在他们理想的言论和语言治疗服务和学校支持的共同设计中聘请关键利益相关者（SCRT，教师，父母和儿童）。该研究进行了开展，以便于制定概念模型，以指导与此人口合作时的协同惯例。一个定性研究，涉及各种关键利益相关者，并使用欣赏调查。这是一种方法，使得这些方法能够构建其关于感兴趣主题的“理想”。使用目的采样进行招聘。我们与从业者（斯托和教师）和父母以及使用“绘制和讲述”技术的儿童进行父母以及半结构化访谈。共有五个焦点小组和九次访谈与参与者进行（N？=？27）。孩子们描述了他们理想的支持，作为使他们能够连接，贡献和实现的那些。它们描述了所需的学校环境障碍所需的方式，以便他们这样做。专业人员主要描述了可以改善孩子的语言技能的方式。父母和从业者团体都描述了加强服务提供商和服务用户之间的网络的重要性。如果利益攸关方将在跨部门工作在一起，他们还强调了促进协作文化的必要性。关于可以改善语音和语言治疗服务和支持的方式存在差异，展示从事不同群体利益相关者的重要性。注意是孩子带来他们面临的障碍的独特洞察力。根据我们的研究结果，我们建议将儿童对学校收到的支持作出影响。讨论了对政策，研究和实践的影响。

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