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Consultation as a model for providing speech and language therapy in schools: a panacea or one step too far?

Department of Language and Communication Science, City University, London, J.C.Law{at}city.ac.uk

Geoff Lindsay

CEDAR, University of Warwick, Coventry

Nick Peacey

Institute of Education, London

Marie Gascoigne

Department of Language and Communication Science, City University, London

Nina Soloff

Department of Language and Communication Science, City University, London

Julie Radford

Institute of Education, London

Sue Band

CEDAR, University of Warwick, Coventry

In recent years there has been a pressure to introduce an indirect "consultative model" to working with children with speech and language needs. It is favoured by educationists because it avoids the need to take children out of class and embeds any support children received in the curriculum. This paper reports the results of a recent study which indicates that Speech and Language Therapists are concerned about the universal application of this model of service delivery. It introduces and discusses a number of interrelated factors which need to be in place before the consultative model can be successfully introduced.

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