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- Title
Speech-Language Service Delivery Model in Low Socio-Economic Status Preschools: An Exploratory Evaluation.
- Authors
Mander, Deirdre; Moore, Nicole D.
- Abstract
Speech and language support in the classroom may be especially relevant for children in low-income families as these children are at risk for difficulties in health, development, and academic success. To this end, many preschools and schools have embraced community-based interventions, often resulting in speech-language pathologists (S-LPs) collaborating with educators to provide service in the classroom, which has been demonstrated to facilitate language development (Farber & Klein, 1999; McEwen, 2007, Shaughnessy & Sanger, 2005). In 1983, an association of preschools serving low-income families in an urban Canadian city procured speech and language services from a local children's hospital to be delivered in the eleven preschools. The results of this survey based research reveal the perceptions of 34 early childhood educators (ECEs) about the speech and language (S-L) service delivery model. Respondents generally described the service model similarly to how the S-LPs intended it. Survey results revealed a strong collaborative relationship between S-LPs and ECEs. Aspects of this adaptive, integrated and collaborative model were judged effective but ECEs perceived that not all children received service. S-LPs interacted appropriately with families but some ECEs highlighted the need for more communication with families. Feedback provided new directions for improving the S-L service and initiatives have been implemented to increase effectiveness and strengthen collaborative relationships with ECEs and families, to the benefit of the children.
- Subjects
FAMILIES &; psychology; PRESCHOOLS; QUESTIONNAIRES; SCALE analysis (Psychology); SPEECH therapists; SPEECH therapy; PILOT projects; EARLY intervention (Education); SOCIOECONOMIC factors; DATA analysis software
- Publication
Canadian Journal of Speech-Language Pathology & Audiology, 2015, Vol 39, Issue 3, p214
- ISSN
1913-200X
- Publication type
Article