Being a therapist and a teacher affects collaborative working practice in
many ways. The most crucial factor which changed when the author
began working as a teacher was her view of how teachers develop
language skills through classroom work. If therapists are to advise
teachers on how children with speech and language difficulties may be
helped, then understanding the teacher's perspective on language is
crucial. This paper examines what this perspective is, and how it may
influence joint therapist/teacher work with children.
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