Please use this identifier to cite or link to this item: https://ktisis.cut.ac.cy/handle/10488/14983
Title: Collaboration between speech and language therapists and school staff when working with graphic symbols
Authors: Pampoulou, Eliada 
Keywords: Collaboration;Graphic symbols;Inclusion;Phenomenology;School staff;Speech and language therapists
Category: Languages and Literature;Other Humanities
Field: Humanities
Issue Date: 1-Oct-2016
Source: Child Language Teaching and Therapy, Volume 32, Issue 3, 1 October 2016, Pages 361-376
Journal: Child Language Teaching and Therapy 
Abstract: © 2016 The Author(s). A growing number of research projects show that graphic symbols with linguistic characteristics are one of the tools that professionals use in order to support pupils in inclusive school settings. However, there is scant literature investigating the collaboration between professionals who use these symbols in these settings and, hence, this research article is aimed at exploring the factors that promote or hinder collaboration between speech and language therapists and school staff who use graphic symbols. The phenomenology of pedagogy was the methodological framework used in the research and for this reason, semi-structured interviews, close observations and the researcher keeping a reflective journal were the main instruments that were used during data collection. Based on a survey conducted in 100 schools in two different geographical areas in England and in Cyprus, four schools were selected in which nine professionals in total participated in the research. The findings show that collaboration among school staff was influenced by the shared understanding the participants had about their own and others' professional roles and goals, the availability of time for meeting as well as the support they received from school staff in positions of authority.
URI: https://ktisis.cut.ac.cy/handle/10488/14983
ISSN: 02656590
DOI: 10.1177/0265659016647996
Type: Article
Appears in Collections:Άρθρα/Articles

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