Are Health and Education talking to each other? Perceptions of parents of children with speech and language needs

Band, Sue; Lindsay, Geoff; Law, James; Soloff, Nina; Peacey, Nick; Gascoigne, Marie; Radford, Julie

doi:10.1080/08856250210162121

Cited by 39 publications

(33 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In agreement with the present data, a lack of adequate time for liaison, lack of knowledge about other professionals' roles and responsibilities, and a school ethos perceived as unsupportive with regard to chronically-ill pupils, were identified in the research in question as key sources of difficulty in communication between health and education staff (Mukherjee et al, 2002). Additionally, the findings concerning barriers to effective hospital-school liaison are consistent with research completed in the UK with parents of children with complex health needs (Asprey and Nash, 2006), as well as parents of children with speech and language difficulties (Band et al, 2002), who reported problems in communication between health and education professionals.…”

Section: Resultssupporting

confidence: 72%

“…2 Similar barriers to effective liaison between health and education professionals have been highlighted in the literature on educational provision for children with speech and language difficulties and children with SEN (Band et al, 2002;Dyson et al, 1998). Additionally, such barriers have been documented consistently in the literature on inter-agency collabora-tion in child welfare services at large (Easen et al, 2000;Roaf, 2002;Sloper, 2004;Tunstill and Aldgate, 2000;Ward et al, 2004).…”

Section: Introductionmentioning

confidence: 98%

See 1 more Smart Citation

Hospital—school liaison: perspectives of health and education professionals supporting children with renal transplants

Poursanidou

Garner

Watson

2008

J Child Health Care

View full text Add to dashboard Cite

This article explores collaboration between health and education staff as a key aspect of educational provision for children with chronic medical conditions, drawing upon material from interviews with eight health professionals (paediatric nephrologists and specialist renal nurses) and 11 mainstream schoolteachers involved in the care and schooling of children with renal transplants. Notwithstanding the apparent existence of good practice, a complex interplay of attitudinal, institutional and wider political and economic factors is identified that is likely to undermine the effectiveness of collaboration between health and education professionals. The importance of hospital-school liaison -that is, of a proactive, preventative and hence systematic and strategic nature -is highlighted. Such findings have a particular relevance for policy and practice in the context of the current Every Child Matters agenda, and are likely to have wider applicability to the education of chronically-ill children at large.

show abstract

Section: Resultssupporting

confidence: 72%

Section: Introductionmentioning

confidence: 98%

Hospital—school liaison: perspectives of health and education professionals supporting children with renal transplants

Poursanidou

Garner

Watson

2008

J Child Health Care

View full text Add to dashboard Cite

show abstract

“…Fundamental, but frequently unacknowledged, differences in terms of goals and values, protocols and procedures, the targets used to incentivise behaviour and ways in which success was construed for different groups frustrated attempts at interprofessionality. Similar difficulties characterise SEN/D provision (Band et al, 2002). The 2011 green paper reported that: 'children with SEN tell us that they can feel frustrated by a lack of help at school or from other services .…”

Section: A Note On Terminologymentioning

confidence: 95%

Working and Learning Across Professional Boundaries

Brooks

Thistlethwaite

2012

British Journal of Educational Studies

View full text Add to dashboard Cite

“…323 The evidence from a small number of studies of parents' views suggests that parents may feel excluded from the team(s) supporting their child with speech and language needs. 28,324,325 However, it is difficult to generalise from these studies to the wider context of speech and language therapy or evaluate the changes that may be taking place as a result of increasing awareness of partnership and co-working.…”

Section: Introductionmentioning

confidence: 99%

Evidence-based intervention for preschool children with primary speech and language impairments: Child Talk – an exploratory mixed-methods study

Roulstone

Marshall

Powell³

et al. 2015

Programme Grants Appl Res

View full text Add to dashboard Cite

Coad J, et al. Evidence-based intervention for preschool children with primary speech and language impairments: Child Talkan exploratory mixed-methods study. Programme Grants Appl Res 2015;3(5). Programme Grants for Applied ResearchISSN 2050-4322 (Print) ISSN 2050-4330 (Online) This journal is a member of and subscribes to the principles of the Committee on Publication Ethics (COPE) (www.publicationethics.org/).Editorial contact: nihredit@southampton.ac.ukThe full PGfAR archive is freely available to view online at www.journalslibrary.nihr.ac.uk/pgfar. Print-on-demand copies can be purchased from the report pages of the NIHR Journals Library website: www.journalslibrary.nihr.ac.uk Criteria for inclusion in the Programme Grants for Applied Research journalReports are published in Programme Grants for Applied Research (PGfAR) if (1) they have resulted from work for the PGfAR programme, and (2) they are of a sufficiently high scientific quality as assessed by the reviewers and editors. Programme Grants for Applied Research programmeThe Programme Grants for Applied Research (PGfAR) programme, part of the National Institute for Health Research (NIHR), was set up in 2006 to produce independent research findings that will have practical application for the benefit of patients and the NHS in the relatively near future. The Programme is managed by the NIHR Central Commissioning Facility (CCF) with strategic input from the Programme Director.The programme is a national response mode funding scheme that aims to provide evidence to improve health outcomes in England through promotion of health, prevention of ill health, and optimal disease management (including safety and quality), with particular emphasis on conditions causing significant disease burden.For more information about the PGfAR programme please visit the website: http://www.nihr.ac.uk/funding/programme-grants-forapplied-research.htm This reportThe research reported in this issue of the journal was funded by PGfAR as project number RP-PG-0109-10073. The contractual start date was in January 2011. The final report began editorial review in April 2014 and was accepted for publication in October 2014. As the funder, the PGfAR programme agreed the research questions and study designs in advance with the investigators. The authors have been wholly responsible for all data collection, analysis and interpretation, and for writing up their work. The PGfAR editors and production house have tried to ensure the accuracy of the authors' report and would like to thank the reviewers for their constructive comments on the final report document. However, they do not accept liability for damages or losses arising from material published in this report.This report presents independent research funded by the National Institute for Health Research (NIHR). The views and opinions expressed by authors in this publication are those of the authors and do not necessarily reflect those of the NHS, the NIHR, CCF, NETSCC, PGfAR or the Department of Health. If there are verbatim quotation...

show abstract

Are Health and Education talking to each other? Perceptions of parents of children with speech and language needs

Cited by 39 publications

References 13 publications

Hospital—school liaison: perspectives of health and education professionals supporting children with renal transplants

Hospital—school liaison: perspectives of health and education professionals supporting children with renal transplants

Working and Learning Across Professional Boundaries

Evidence-based intervention for preschool children with primary speech and language impairments: Child Talk – an exploratory mixed-methods study

Contact Info

Product

Resources

About