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Speech-language pathology in schools...

Crawford, Lulila Abzii Kohloa.

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Speech-language pathology in schools: What knowledge exists among classroom teachers?

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Speech-language pathology in schools: What knowledge exists among classroom teachers?/
作者:	Crawford, Lulila Abzii Kohloa.
面頁冊數:	152 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-12(E), Section: B.
Contained By:	Dissertation Abstracts International76-12B(E).
標題:	Speech therapy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3663850
ISBN:	9781339051789

Speech-language pathology in schools: What knowledge exists among classroom teachers?
Crawford, Lulila Abzii Kohloa.

Speech-language pathology in schools: What knowledge exists among classroom teachers? - 152 p.

Source: Dissertation Abstracts International, Volume: 76-12(E), Section: B.

Thesis (Ph.D.)--Mercer University, 2015.

Speech and language play a vital role in child development because of the importance of communication and its impact on school success; however, there appears to be a misconception that speech-language pathology services focuses only on remediation of speech sound errors. Research supports the need for more pre-service training and ongoing professional development for general education teachers regarding the importance of speech-language pathology services in schools. One purpose of this mixed methods study was to investigate what general education teachers currently know about speech-language pathology services in schools, based on school levels and years of teaching experience. Another purpose of this study was to examine how general education teachers felt about the referral process and collaborating with speech-language pathologists.

ISBN: 9781339051789Subjects--Topical Terms:

520446
Speech therapy.

Speech-language pathology in schools: What knowledge exists among classroom teachers?
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245 1 0 $a Speech-language pathology in schools: What knowledge exists among classroom teachers?
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500 $a Source: Dissertation Abstracts International, Volume: 76-12(E), Section: B.
500 $a Adviser: Al Stramiello.
502 $a Thesis (Ph.D.)--Mercer University, 2015.
520 $a Speech and language play a vital role in child development because of the importance of communication and its impact on school success; however, there appears to be a misconception that speech-language pathology services focuses only on remediation of speech sound errors. Research supports the need for more pre-service training and ongoing professional development for general education teachers regarding the importance of speech-language pathology services in schools. One purpose of this mixed methods study was to investigate what general education teachers currently know about speech-language pathology services in schools, based on school levels and years of teaching experience. Another purpose of this study was to examine how general education teachers felt about the referral process and collaborating with speech-language pathologists.
520 $a Approximately 300 general education teachers received an electronic survey that consisted of 39 items in a Likert scale format to rate responses on a scale from 5 (strongly agree) to 1 (strongly disagree). One hundred and fifty-four respondents completed the survey, and 10 respondents were randomly selected to participate in the follow-up interviews. Results indicated no significant differences in knowledge, comfort level in the referral process, and collaboration with school speech-language pathologists based on school levels or years of teaching experience. Results also indicated that many of the teachers expressed a strong agreement rating regarding remediation of articulation errors as a service provided through speech-language pathology services. However, many teachers were uncertain about reading and writing as a service supported by speech-language pathology services in schools. The results of this study indicated a positive acceptance of collaborating with the school speech-language pathologist to increase understanding of how to assist students who exhibit academic problems. Additional findings suggested a strong need for ongoing training on the components of speech and language and its importance in the general education environment. Future research is necessary regarding the effects of collaborative professional development training with speech-language pathologists and general education teachers and how their collaborative efforts enhance success for students in the general education classroom.
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