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Abstract

It was apparent from the responses to a postal questionnaire sent to teachers and speech and language therapists working together in special schools, that, not only do they consider that it is important for them to collaborate when they work together for children with severe learning disabilities (Kersner and Wright, 1995), but that they work together more effectively when they have a shared understanding of each other's work and each other's role within that work. The respondents, who could all be considered to be specialists, either by virtue of their training, professional development, and/or years of specifically related work experience, indicated that they were involved in more joint working practice than Wright (1992) found in her study. This has implications for the future specialist training and the professional development of both teachers and speech and language therapists.

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Working together for children with severe learning disabilities

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