Collaborative working practices in schools for children with physical disabilities.

Abstract

Questionnaires were sent to speech and language therapists (SLTs) and teachers in 83 special schools catering specifically for children with physical disabilities. Sixty two teachers and 47 SLTs responded. The results indicated that there were different patterns of collaborative working in these special schools than had been found in a previous study in schools for children with severe learning disabilities (SLD). The majority of SLTs and teachers were using alternative and augmentative communication systems (AAC) with the children and, in the main, the SLTs introduced the aids to the children and their families. These findings have implications for the specialist training of speech and language therapists.