This paper takes a `whole system' view of the opportunities and challenges
presented to those working to achieve better outcomes for children.
Collaboration will be considered from a multi-layered perspective, taking into
account practitioner, operational, strategic and national levels of
collaboration and the factors which have been identified to be of relevance to
outcomes. Policy and legislation will be summarized as applied to the delivery
of effective services for children with speech, language and communication
needs. The paper will then explore models which are emerging or in development
within the new structures resulting from the policy agenda over the past decade.
The aim is to provide examples and discussion of novel systems. Consequently the
paper does not present retrospective data in terms of evaluation of models as
this will require a longitudinal approach as the new structures unfold.
Blatchford, P.
,
Russell, A.
,
Bassett, P.
,
Brown, P.
, &
Martin, C.2004: The role and effects of teaching assistants in English primary
schools (Years 4-6) 2000-2003; results from the class size and pupil action
rations (CSPAR) KS2 project. Report to the DFES.
London:
HMSO.
2.
Brighton & Hove Children and Young Peoples' Trust.2007: Children & Young Peoples' Trust. Retrieved
October 2, 2007, from
http://www.brightonhove.gov.uk/index.cfm?request=b1140328
.
3.
Burns, A.
and
Radford, J.2008:
Parent-child interaction in Nigerian families: conversation analysis,
context and culture
. Child Language Teaching and Therapy24, 193-209
4.
Department for Children, Schools and Families.2007: Inclusion Development Programme.
London :
DCSF.
5.
Department for Children, Schools and Families.2007, September 11: Speech, language and communication
review led by John Bercow MP. Retrieved October 2,
2007, from Department for Children, Schools and Families:
http://dcsf.gov.uk/pns/DisplayPN.cgi?pn_id=2007_0162.
6.
Department for Education and Skills.1997: Excellence for all children.
London: Stationery
Office.
7.
Department of Education and Skills.1998: Meeting special educational needs: a programme for
action. London:
DfES.
8.
Department for Education and Skills.2000: Working Group on Provision of Speech and Language Therapy
Services to Children with Special Educational Needs (England).
London:
DfES.
9.
Department for Education and Skills.2001: The SEN code of practice.
London:
DfES.
10.
Department for Education and Skills.2003: Every child matters.
Norwich: TSO
.
11.
Department for Education and Skills.2004: Removing barriers to achievement: the government's strategy
for SEN. Nottingham:
DfES.
12.
Department for Education and Skills.2005: Communicating matters.
London:
HMSO.
13.
Department for Education and Skills.2005: The common core of skills and knowledge for the children's
workforce. London:
DfES.
14.
Department for Education and Skills.2006: Sure Start Children's Centre Guidance.
Nottingham:
DfES.
15.
Department for Education and Skills.2007a: Early Years Foundation Stage Curriculum.
London:
DfES.
16.
Department of Education and Skills.2007b: Letters and sounds.
London: DfES
.
17.
Department of Health.2005a Creating a patient-led NHS.
London:
DH.
18.
Department of Health.1997: The new NHS: Modern, dependable.
London:
HMSO.
19.
Dunsmuir, S.
,
Clifford, V.
and
Took, S.2006:
Collaboration between educational psychologists and speech and language
therapists: Barriers and opportunities
. Educational psychology in practice22, 2,
125-40.
20.
Gascoigne, M.2006: Supporting children with speech, language and communication
needs within integrated children's service.
London:
RCSLT.
21.
Gascoigne, M.2007:
Working across education and health: the case for dual citizenship
. Conference presentation. Primary Care 2007-10 May 2007.
Birmingham.
22.
Gascoigne, M.2008: Strategy for speech, language and communication
2008-2011 .
North East Lincolnshire Council
.
23.
Hartas, D.2004:
Teacher and speech-language therapist collaboration: being equal and
achieving a common goal
. Child Language Teaching and Therapy20, 1,
33-54.
24.
Heywood Middleton & Rochdale PCT Speech and language Therapy
Department.2006: Looking and listening pack .
Rochdale: Heywood Middleton
& Rochdale Primary Care Trust.
25.
Hulme, S.2007: ACT! All for some or some for all: Early Years Forum.
Bristol
.
26.
Law, J.
,
Lindsay, G.
,
Peacey, N.
,
Gascoigne, M.
,
Soloff, N.
,
Radford, J.
and
Band, S.2002:
Consultation as a model for providing speech and language therapy in
schools: a panacea or one step too far
? Child Language Teaching and Therapy18, 145-63.
27.
Law, J.
,
Lindsay, G.
,
Peacey, N.
,
Gascoigne, M.
,
Soloff, N.
,
Radford, J.
and
Band, S.2001:
Facilitating communication between education and health services: the
provision for children with speech and language needs
. British Journal of Special Education28, 3,
133-37.
28.
Law, J.
,
Lindsay, G.
,
Peacey, N.
,
Gascoigne, M.
,
Soloff, N.
,
Radford, J.
and
Band, S.2000: Provision for children with speech, language and communication
needs in England and Wales: facilitating communication between education and
health. London:
DfES.
29.
Lindsay, G.
and
Dockrell, J.2002:
Meeting the needs of children with speech, language and communication
needs: a critical perpective on inclusion and collaboration
. Child Language Teaching and Therapy18, 93-101.
30.
Mackey, S.
and
McQueen, J.
(1998).
Exploring the association between integrated therapy and inclusive
education
. British Journal of Special Education25, 1,
22-27.
31.
Martin, D.2008:
Integrating speech and language provision into secondary schools through
inter-professional learning: a socio-cultural activity theory approach
. Child Language Teaching and Therapy24, 173-192.
32.
McCartney, E.1999:
Barriers to collaboration: an analysis of systemic barriers to
collaboration between teachers and speech and language therapists
. International Journal of Language and Communication Disorders34, 4,
431-40.
33.
McCartney, E.
(2007, September 21). Conference paper.
Retrieved October 1, 2007, from ICAN website
http://www.ican.org.uk/upload/conferences/scotland%202007/emccartney.pdf
34.
Miller, C.2002:
Learning from each other: practitioners in school-based support for
children with language and communicaiton needs
. Support for Learning, 17, 4,
187
- 92 .
35.
Nohria, N.
,
Joyce, W.
and
Roberson, B.2003:
What really works
. Harvard business review ,
42-52.
36.
Radford, J.
,
Law, J.
,
Soloff, N.
,
Lindsay, G.
,
Peacey, N.
,
Gascoigne, M.
and
Band, S.2003:
Collaboration between LEA and SLT managers for the planning of services to
children with speech and language needs
. Educational Management and Administration31, 1,
83-95.
37.
World Health Organization.2001: International classification of functioning, disability and
health. Geneva:
WHO.
38.
Wright, J.1996:
Teachers and therapists: the evolution of a partnership
. Child Language Teaching and Therapy12, 1,
3-16.
39.
Wright, J.
and
Kersner, M.2004:
Short term projects: The Standards Fund and collaboration between speech
and language therapists and teachers
. Support for Learning19, 1,
19-23.
