Working on both sides of the fence: the effect of a dual qualification on collaborative working practice

Abstract

Being a therapist and a teacher affects collaborative working practice in many ways. The most crucial factor which changed when the author began working as a teacher was her view of how teachers develop language skills through classroom work. If therapists are to advise teachers on how children with speech and language difficulties may be helped, then understanding the teacher's perspective on language is crucial. This paper examines what this perspective is, and how it may influence joint therapist/teacher work with children.

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