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• W1699993003 abstract "Adolescents who have a language impairment may experience a number of difficulties. A language impairment may interfere with their social interactions, emotional expression, academic achievements, and vocational choices. Given the impact of a language impairment, there is a need to provide support to these students. Adolescents experiencing language difficulties may be the concern of many different professionals, but teachers and speech-language pathologists are often the most significant professionals for these students (Wright, 1992). This study investigated the provision of speech-language pathology support in Queensland, Australia to adolescents experiencing oral language difficulties. It also explored secondary school students’ and teachers’ understanding of language impairment and their perceptions of speech- language pathology support. The study comprised two investigations. First, a Queensland-wide survey was undertaken of 219 speech-language pathologists and 134 secondary school support teachers. The survey provided information from speech-language pathologists working in education, health, community and private practice settings, and from subject teachers and support teachers working in secondary schools. The survey aimed to provide a broad overview of speech-language pathology support to adolescents using a questionnaire adapted for the various groups surveyed. Second, an in-depth study of how adolescents with language impairments are supported in schools was undertaken by creating case studies of the work of 5 speech-language pathologists. Data for the case studies was gathered through direct observation, interviews, and document collection. In addition to interviewing the 5 speech-language pathologists, in-depth interviews were undertaken with 40 secondary school teachers, and 20 students (who were recipients of support from the 5 speech- language pathologists). Findings from the two investigations indicated that speech-language pathologists across all workplaces offered support to adolescents, but in all settings they were predominantly providing assessment-only services to this age group. Assessments were predominantly limited to standardised testing, which restricted the type of information gathered and influenced the SLPs’ ability to link the student’s language abilities to the classroom curricula. Where intervention was provided, a traditional pull-out approach was favoured. Intervention was provided independently of the classroom curriculum and predominantly focused on teaching specific language skills or strategies identified during testing. Findings from both the survey and the case studies revealed a number of factors that contributed to the way in which the speech-language pathologists worked. These included the demand for assessments to determine students’ eligibility for ascertainment funding, speech- language pathologists’ lack of confidence in working with adolescents and with secondary school teachers, teachers’ misperceptions about the role of speech-language pathologists and speech- language pathology support, speech-language pathologists’ relationships with support teachers, speech-language pathologists’ perceived threats to their professional identity, paradigm differences between the speech-language pathology and teaching professions, and practice issues such as itinerancy, time, and the physical environment in which the speech-language pathologists worked. The school-based speech-language pathologists liaised with support teachers in order to coordinate appointments for assessments and intervention, gather background information about a student, and to report back assessment findings to the school. They had minimal contact with subject teachers about the support they were providing to students. Support and subject teachers expressed a desire to work more collaboratively with speech-language pathologists. Specifically, they requested direct liaison with subject teachers about assessment and expressed an interest in the provision of in-class support by speech-language pathologists to students, assistance with modifying the curriculum for specific students, the provision of practical classroom strategies, and the provision of professional development from SLPs about language impairment. Students’ views and preferences about the support they received varied. Most students expressed a desire for learning support, but some expressed an interest in in-class support whereas others preferred to be withdrawn for support. There was a preference for small group support over individual support outside the classroom. Overall, students did not want to be given a label in relation to their language difficulties. While some students wanted to participate in their case meetings, other did not. The study identified a need for a more focused educational approach to supporting adolescents who have language impairments through an emphasis on functional language outcomes for students, greater collaboration between speech-language pathologists and support teachers, subject teachers and principals, consultation with the students and individualisation of the support, a broadening of the assessment methods used in order to incorporate more functional assessments, and greater diversity of intervention approaches. In addition, the need for more training for speech- language pathologists and teachers was indicated. Such training would lead to a greater understanding of each other’s role and needs in relation to providing supporting to students experiencing language impairments." @default.
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• W1699993003 date "2008-06-01" @default.
• W1699993003 modified "2023-09-24" @default.
• W1699993003 title "Speech-Language Pathology Support to Adolescents in Queensland, Australia Who Are Experiencing Oral Language Difficulties" @default.
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