Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/26248
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: School leavers with learning disabilities moving from child to adult Speech and Language Therapy (SLT) teams: SLTs’ views of successful and less successful transition co-working practices
Author(s): McCartney, Elspeth
Muir, Margaret
Contact Email: elspeth.mccartney@stir.ac.uk
Keywords: School-leaving
communication disorders
dysphagia
co-working
transitions
Issue Date: Jul-2017
Citation: McCartney E & Muir M (2017) School leavers with learning disabilities moving from child to adult Speech and Language Therapy (SLT) teams: SLTs’ views of successful and less successful transition co-working practices, Journal of Research in Special Educational Needs, 17 (3), pp. 168-178.
Abstract: School-leaving for pupils with long-term speech, language, swallowing or communication difficulties requires careful management. Speech and language therapists (SLTs) support communication, secure assistive technology and manage swallowing difficulties post-school. UK SLTs are employed by health services, with child SLT teams based in schools. School-leaving entails transition from child- to adult-services. Little is known about the process, or how SLTs develop co-working across managerial boundaries. A qualitative study within one health board employing separately managed child and adult SLT teams interviewed SLTs and analysed their views on successful and less successful school-leaver transitions. A critical incident approach elicited views on transitions that ‘stuck in the mind’, rather than typical instances, identifying supportive and risky co-working factors. Interviews were recorded, transcribed, checked and thematically analysed. Three linked overarching themes emerged: SLT team remits and properties; communication and information exchange across SLT teams, and outside influences on teams. These applied to successful and less successful transitions, suggesting robust constructs along which SLTs evaluated transitions. Risk factors included unclear provision, pupils’ earlier discharge by child SLTs affecting referral at school-leaving, and practical issues in accessing notes. SLTs used existing social-capital relationships to facilitate transitions. Implications for practice and ways of improving transitions are discussed. © 2016 NASEN
DOI Link: http://dx.doi.org/10.1111/1471-3802.12374
Rights: The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.

Files in This Item:
File Description SizeFormat 
McCartney_et_al-2016-Journal_of_Research_in_Special_Educational_Needs.pdf357.33 kBAdobe PDFUnder Permanent Embargo    Request a copy

Note: If any of the files in this item are currently embargoed, you can request a copy directly from the author by clicking the padlock icon above. However, this facility is dependent on the depositor still being contactable at their original email address.



This item is protected by original copyright



Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.

If you believe that any material held in STORRE infringes copyright, please contact library@stir.ac.uk providing details and we will remove the Work from public display in STORRE and investigate your claim.