Perspectives on Parent Participation in School Speech-Language Pathology Services: Need for Collaboration
Roberts, Kelly L.
Mount Saint Vincent University
This study utilized a questionnaire format to examine the perceptions of parents and Speech-Language Pathologists (SLPs) on various aspects of parent involvement in school-based speech-language pathology services. Participants were 39 SLPs working in Nova Scotia schools and 100 parents of students who received speech and language intervention during the 2004-05 school year in one Nova Scotia school board. Results found that nearly 40% of parents would like more help from the SLP on how to work with their child at home. The needs of parents of children in grades primary and 1 were significantly higher than those whose children were in higher grades. Although the SLPs looked favorably at providing education and training to parents via a workshop with other parents, the views of parents were significantly different, as most parents indicated they would not choose this option. The majority of parents indicated a preference for attending a therapy session at school with their child or having the opportunity to speak with the therapist on a regular basis. In contrast, both SLPs and parents confirmed that written communication was most frequently used. SLPs noted ongoing challenges in communicating and collaborating with parents and teachers. Slightly higher job satisfaction ratings of SLPs were correlated with increased collaboration with parents and teachers.
Speech-Language Pathologists (SLPs) , Parent involvement , Nova Scotia schools