Working collaboratively with teachers: supporting the newly qualified speech and language therapist in a mainstream school

Abstract

Traditionally, collaborative work with teachers in mainstream schools has been considered too demanding and difficult for the newly qualified speech and language therapist. Whilst acknowledging the difficulties inherent in collaborative work, this paper challenges this traditional view and offers a model of support for newly qualified therapists working in mainstream schools, which has been in development in an East London borough since 1992.

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