Attitudes of Families, Teachers, and Speech and Language Therapists towards Speech and Language Disorders in Children

Communication problems in children are identified by family reports, teacher reports, and assessments by speech and language therapists (DKT). The views and attitudes of this trio group, which should cooperate in the prevention and therapy of speech and language disorders, are important in the literature.

For example, speech and language therapists (LPT) have moved from a limited collaboration with parents to a more participatory one. In the traditional therapist-centered model, which is preferred in intervention approaches applied to young children, the specialist focuses himself and applies a more directive and controlled service planning to the service recipients, while the recently adopted ‘therapist’ family-centered modelThe philosophy of the intervention was to shape a positive relationship between the child’s family and the therapist.

Therapists not only involve parents in therapy, but also give them the opportunity to take part in the decision-making process.

In the literature, it is increasingly recommended that families participate in the monitoring of their children’s health and development, and it is emphasized that their opinions should be sought on early diagnosis of problems and determining their own roles.

It is also seen that the measurements used in assessment and therapy services for children with language and speech problems are gradually replaced by information received from the family. Despite the increase in the responsibility given to the family in the therapy process, it has been stated that many families have high motivation for screening, evaluation and participation in therapy, but many of them cannot fulfill this role. Parents’ comments about their children’s participation in speech and language therapies and the quality of the therapies are quite positive, even if their participation is limited; In addition, it is stated that every family wants more therapy sessions for their child. Recommending the role of accompanying speech therapists in intervention programs for speech and language disorders to classroom teachers has become an important issue in recent years. Studies highlight the importance of teachers diagnosing children with speech and language disorders together with a specialist and recommending therapy. He states that especially in inclusive classrooms, most speech and language therapists traditionally work alone with the child outside of the classroom, causing teachers to take little responsibility for participating in the process and meeting the needs of children regarding communication problems. Teachers are the primary people who are consulted about the admission of students to therapy according to their academic, social and behavioral status at school; This depends on the extent to which the teacher develops a positive perspective on the child’s problem. The most important obstacle that leads to misdiagnosis of the child’s situation is the possible attitude differences between teachers and speech and language therapists. Language is fundamental to the development of literacy throughout children’s educational years. It is essential for all children, especially oral language, communicative, academic, social and emotional development, and supports the development of reading and writing skills. There is a risk that children who have a disorder/inadequacy in their language and speech abilities in pre-school and/or who have started school without a previous diagnosis for varying reasons may have difficulties in reading and writing.

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