An Exploration of Educational Psychologists' Perceptions, Knowledge and Practices Regarding Speech, Language and Communication Needs

Autor/inn/en	Sedgwick, Adrienne; Stothard, Jan
Titel	An Exploration of Educational Psychologists' Perceptions, Knowledge and Practices Regarding Speech, Language and Communication Needs
Quelle	In: Educational Psychology in Practice, 35 (2019) 3, S.307-325 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2019.1598939
Schlagwörter	Speech Impairments; Language Impairments; Communication Problems; Educational Psychology; Psychologists; Attitudes; Mental Health; Low Achievement; At Risk Students; Role; Knowledge Level; Educational Needs; Child Development; Social Development; Emotional Development; Mainstreaming; Foreign Countries; Training; Consultants; Evaluation; Screening Tests; Check Lists; Intervention; Referral; Interpersonal Relationship; United Kingdom + Suchen Sie Ihr Suchwort? Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech impairments; Language handicaps; Kommunikationsbarriere; Erziehungspsychologie; Pädagogische Psychologie; Psychologist; Psychologe; Psychologin; Attitude; Einstellung; Verhalten; Psychohygiene; Unterdurchschnittliche Leistung; Rollen; Wissensbasis; Educational need; Bildungsbedarf; Kindesentwicklung; Soziale Entwicklung; Gefühlsbildung; Ausland; Ausbildung; Consultant; Berater; Evaluierung; Screening-Verfahren; Checkliste; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Großbritannien
Abstract	Considering the prevalence of speech, language and communication needs (SLCN) and the known association with poor academic performance and social, emotional and mental health, it is surprising that two-thirds of children with primary SLCN go unidentified. Although educational psychologists (EPs) are well positioned to support schools in improving practice at an individual and systemic level, little is known about their specific role in this practice. Therefore, the aim of this study is to explore EPs' perceptions, knowledge and practices regarding SLCN. Semi-structured interviews were conducted with eight EPs and analysed using thematic analysis. Results revealed all EPs recognised the importance of addressing SLCN but knowledge and practices were inconsistent. Findings have implications for EPs' initial and continuing training needs and their joint-working practices, particularly with speech and language therapists (SaLTs). Professional guidance regarding EPs' distinctive contribution to supporting SLCN and policy that addresses issues with joint-working practices is timely. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01