Details
| Titel in Übersetzung | Speech-language therapy in inclusive school contexts: Professionalisation in the further development of speech-language pathology/logopaedics university programmes in Germany and Switzerland |
|---|---|
| Originalsprache | Deutsch |
| Seiten (von - bis) | 86-92 |
| Seitenumfang | 7 |
| Fachzeitschrift | Sprache Stimme Gehor |
| Jahrgang | 39 |
| Ausgabenummer | 2 |
| Publikationsstatus | Veröffentlicht - 29 Juni 2015 |
Abstract
Background: Nowadays, professionals who work in schools with children with expressive and receptive language impairments, require an in-depth education and training that also focuses on inclusion. For the further development of these practices, aspects of normative professionalism are defined from meta-theory to specific diversity of practice. Development: Inclusive professionalisation involves the development of didactics in speech and language therapy and methods of intervention via the definition of tasks and settings as well as the determination of cooperating professionals who develop their expertise from a clinically-based case orientation towards inclusive teaching strategies. Conclusion: Reflexive professionalism and inter-professional transdisciplinary cooperation are essential training objectives in order to create a complementary support system for children with language impairments. Primary school teachers, speech-language pathologists, and teachers in special education need to work closely together.
Schlagwörter
- inclusion, professionalisation, speech-language pathology, transdisciplinarity, university programmes
ASJC Scopus Sachgebiete
- Gesundheitsberufe (insg.)
- Sprechen und Hören
Zitieren
- Standard
- Harvard
- Apa
- Vancouver
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in: Sprache Stimme Gehor, Jahrgang 39, Nr. 2, 29.06.2015, S. 86-92.
Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung › Peer-Review
}
TY - JOUR
T1 - Sprachtherapie in inklusiven schulischen Kontexten
T2 - Professionalisierung in weiterentwickelten Studiengängen Sprachtherapie/Logopädie in Deutschland und der Schweiz
AU - Lüdtke, U.
AU - Blechschmidt, A.
PY - 2015/6/29
Y1 - 2015/6/29
N2 - Background: Nowadays, professionals who work in schools with children with expressive and receptive language impairments, require an in-depth education and training that also focuses on inclusion. For the further development of these practices, aspects of normative professionalism are defined from meta-theory to specific diversity of practice. Development: Inclusive professionalisation involves the development of didactics in speech and language therapy and methods of intervention via the definition of tasks and settings as well as the determination of cooperating professionals who develop their expertise from a clinically-based case orientation towards inclusive teaching strategies. Conclusion: Reflexive professionalism and inter-professional transdisciplinary cooperation are essential training objectives in order to create a complementary support system for children with language impairments. Primary school teachers, speech-language pathologists, and teachers in special education need to work closely together.
AB - Background: Nowadays, professionals who work in schools with children with expressive and receptive language impairments, require an in-depth education and training that also focuses on inclusion. For the further development of these practices, aspects of normative professionalism are defined from meta-theory to specific diversity of practice. Development: Inclusive professionalisation involves the development of didactics in speech and language therapy and methods of intervention via the definition of tasks and settings as well as the determination of cooperating professionals who develop their expertise from a clinically-based case orientation towards inclusive teaching strategies. Conclusion: Reflexive professionalism and inter-professional transdisciplinary cooperation are essential training objectives in order to create a complementary support system for children with language impairments. Primary school teachers, speech-language pathologists, and teachers in special education need to work closely together.
KW - inclusion
KW - professionalisation
KW - speech-language pathology
KW - transdisciplinarity
KW - university programmes
UR - http://www.scopus.com/inward/record.url?scp=84930226253&partnerID=8YFLogxK
U2 - 10.1055/s-0035-1550003
DO - 10.1055/s-0035-1550003
M3 - Artikel
AN - SCOPUS:84930226253
VL - 39
SP - 86
EP - 92
JO - Sprache Stimme Gehor
JF - Sprache Stimme Gehor
SN - 0342-0477
IS - 2
ER -