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Listening to children with speech, language and communication needs

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dc.contributor.author Gallagher, Aoife L.
dc.contributor.author Murphy, Carol-Anne
dc.contributor.author Conway, Paul F.
dc.contributor.author Perry, Alison
dc.date.accessioned 2019-05-01T08:10:59Z
dc.date.available 2019-05-01T08:10:59Z
dc.date.issued 2018
dc.identifier.uri http://hdl.handle.net/10344/7801
dc.description non-peer-reviewed en_US
dc.description.abstract In Ireland over the past two years there have been significant changes to the way resources are allocated to schools when working with children who have additional needs. There are also significant proposed changes in how therapy services are to be delivered to schools. Combined, these changes create a unique window of opportunity to design, plan and deliver collaborative support across health and education. In this policy brief, we describe a study where we engaged a group of children with speech, language and communication needs (SLCN) to design their ideal classroom and school. Our findings show that children bring an essential perspective about the ways support can be delivered in school. We call for decision-makers in health and education to ensure that children with SLCN are included in planning decisions about therapy services and support in school. en_US
dc.language.iso eng en_US
dc.relation.ispartofseries The SPHeRE Network Research Policy Brief Series
dc.relation.uri The SPHeRE Network Research Policy Brief Series
dc.subject Ideal support en_US
dc.subject Ideal classroom en_US
dc.subject school setting en_US
dc.subject Priority outcomes en_US
dc.title Listening to children with speech, language and communication needs en_US
dc.type info:eu-repo/semantics/other en_US
dc.type.supercollection all_ul_research en_US
dc.contributor.sponsor HRB en_US
dc.relation.projectid SPHeRE/2013/1. en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US


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