School of Allied Health, Australian Catholic University, North Sydney, Australia.
Int J Speech Lang Pathol. 2022 Jun;24(3):320-329. doi: 10.1080/17549507.2022.2069859. Epub 2022 May 6.
: Speech-language pathology intervention is effective in supporting the needs of school-aged children with speech and language difficulties, particularly when implemented collaboratively among speech-language pathologists (SLPs), parents, and teachers. However, such intervention is not always accessible, affordable, or timely. The present study explored the experiences of SLPs, parents, and teachers with regard to service delivery for school-aged children as recorded in submissions to the Senate Inquiry into speech-language pathology services in Australia almost 10 years ago and related those experiences to current service provision.: In 2013, the Australian Government Senate formed a committee for inquiry and report into the prevalence of speech, language, and communication disorders and speech-language pathology services in Australia. The current study used a phenomenological approach to analyse submissions from SLPs ( = 9), parents ( = 8), and teachers ( = 3) of primary school-aged children who had submitted their experiences of speech-language pathology intervention.: Themes that emerged from the submissions showed that participants' experiences of service delivery were associated with "luck", "our journey", and "doing the best we could". Participants described their experiences as "luck" when they were able to access services that they knew others could not; they described their experiences as a "journey" when they reflected on the process of seeking, accessing, and obtaining services which was often quite circuitous; and they described their experience as "doing the best we could" when they persisted in seeking or providing services, despite frustration in not fulfilling their perceived duty of care.: The experiences of SLPs, parents and teachers highlight the importance of listening to the stories of these groups to understand the strengths and challenges of service delivery for school-aged children and the need for timely, targeted, and evidence-based care. The experiences of service delivery described by participants in the Senate Inquiry are still common today and thus the need to address the issues they raised remains.
言语病理学干预在支持有言语和语言障碍的学龄儿童的需求方面是有效的，尤其是当言语语言病理学家（SLP）、家长和教师之间进行合作时。然而，这种干预并非总是可及、负担得起或及时的。本研究探讨了 SLP、家长和教师在澳大利亚参议院对言语病理学服务进行调查时提交的有关为学龄儿童提供服务的经验，这些经验与当前的服务提供情况相关。2013 年，澳大利亚政府参议院成立了一个委员会，对澳大利亚言语、语言和沟通障碍的流行情况以及言语病理学服务进行调查和报告。本研究采用现象学方法分析了提交给澳大利亚参议院调查委员会的 SLP（=9）、家长（=8）和小学学龄儿童教师（=3）的报告，这些报告记录了他们对言语病理学干预的经验。提交的报告中出现的主题表明，参与者的服务提供经验与“运气”、“我们的旅程”和“尽我们所能”有关。参与者将他们的经验描述为“运气”，当他们能够获得他们知道其他人无法获得的服务时；他们将自己的经验描述为“旅程”，当他们反思寻求、获得和提供服务的过程时，这个过程往往相当迂回；当他们坚持寻求或提供服务时，他们将自己的经验描述为“尽我们所能”，尽管在履行他们认为的护理责任方面感到沮丧。SLP、家长和教师的经验强调了倾听这些群体的故事的重要性，以了解为学龄儿童提供服务的优势和挑战，以及及时、有针对性和基于证据的护理的必要性。参议院调查中参与者描述的服务提供经验在今天仍然很常见，因此需要解决他们提出的问题。
