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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?

Record Type:	Electronic resources : Monograph/item
Title/Author:	Speech-language pathology in schools: What knowledge exists among classroom teachers?/
Author:	Crawford, Lulila Abzii Kohloa.
Description:	152 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-12(E), Section: B.
Contained By:	Dissertation Abstracts International76-12B(E).
Subject:	Speech therapy. -
Online resource:	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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100 1 $a Crawford, Lulila Abzii Kohloa. $3 3187589
245 1 0 $a Speech-language pathology in schools: What knowledge exists among classroom teachers?
300 $a 152 p.
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.
590 $a School code: 1160.
650 4 $a Speech therapy. $3 520446
650 4 $a Special education. $3 516693
650 4 $a Curriculum development. $3 684418
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710 2 $a Mercer University. $3 1265016
773 0 $t Dissertation Abstracts International $g 76-12B(E).
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791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3663850