In recent years there has been a pressure to introduce an indirect
“consultative model” to working with children with speech and
language needs. It is favoured by educationists because it avoids the need to take
children out of class and embeds any support children received in the curriculum.
This paper reports the results of a recent study which indicates that Speech and
Language Therapists are concerned about the universal application of this model of
service delivery. It introduces and discusses a number of interrelated factors which
need to be in place before the consultative model can be successfully introduced.
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