Ordinary Magic: Developing Services for Children with Severe Communication Difficulties by Engaging Multiple Voices

Autor/in	Chivers, Mandy
Titel	Ordinary Magic: Developing Services for Children with Severe Communication Difficulties by Engaging Multiple Voices
Quelle	In: Action Learning: Research and Practice, 2 (2005) 1, S.7-26 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7333
Schlagwörter	Research Design; Language Impairments; Severity (of Disability); Experiential Learning; Services; Action Research; Guidelines; Models; Research Methodology; Fellowships; Speech Language Pathology; Allied Health Personnel; Parent Participation; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Forschungsdesign; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Schweregrad; Experiental learning; Erfahrungsorientiertes Lernen; Dienstleistung; Projektforschung; Richtlinien; Analogiemodell; Research method; Forschungsmethode; Fellowship; Stipendium; Elternmitwirkung; Ausland
Abstract	"Not so ordinary," I am told; it is unusual for healthcare professionals to co-construct new practices by learning together with the people who use services. This paper describes action learning and research with NHS professionals and the parents of children with severe communication difficulties to develop a new practice framework for children with severe communication difficulties and a new model for service development which is inclusive and integrates evidence from multiple sources. A methodology is presented which draws together theory, empirical research and narrative to present my account of an inquiry that, in a way, spans the whole of my working life. The paper focuses on the three-year time frame of an NHS research fellowship, which was a period of collaboration and participation between myself, speech and language therapists and parents of children with communication difficulties in Liverpool. The purpose was to co-create a research design with parents and therapists who were shaping an emerging methodology whilst developing themselves in the process. This paper tells the story of the design and implementation of this methodology and the differences it has made to the participants and to children's services in Liverpool. (Contains 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10