Establishing premises for best collaborative practice when supporting children with a developmental language disorder in school

Background Persistent difficulties in learning language can have significant implications for life. Effective inter-professional collaboration (IPC) between speech and language therapists (SLTs) and teachers is essential if the needs of children with developmental language disorders (DLD) are to be met in school, yet IPC is rare in practice. Differences in perspectives have been identified as a barrier to IPC. Agreed premises to underpin IPC would improve services and supports for children with DLD in schools. Aims The aims of this research were: to determine how well the needs of children with DLD are identified and are being met in Ireland; to characterise the perspectives of those involved in the collaborative delivery of supports in school for children with DLD; and to establish agreement about a set of proposed premises to underpin IPC. Methods A mixed methods design was used. First, a cross-sectional analysis of data collected from the Growing Up in Ireland (GUI) study was conducted. Then, an integrative review of the empirical, theoretical and policy literature across speech and language therapy and education was undertaken to determine whether a shared understanding about DLD exists that could inform the premises. Next, focus groups and interviews were carried out with key stakeholders (parents, speech and language therapists, teachers, and children with DLD) to develop the premises further. Finally, an online Delphi survey was undertaken to establish a consensus about proposed premises. Results Findings from the cross-sectional analysis indicated under-identification of speech and language needs and limited supports in schools for children with DLD in Ireland. From the literature, differences in perspectives were identified about the nature of DLD, how such needs can be assessed and how these are met in schools. Focus groups and interview data showed differences in views between children and practitioners about supports. After two rounds of a Delphi survey, consensus was reached on a set of premises to underpin IPC. Discussion Improving supports for children with DLD in Irish schools is required. The nature of the differences identified in the literature suggests that SLTs and teachers may benefit from inter-professional education opportunities when working with children who have DLD to enhance meaningful IPC. Findings from interviews with children with DLD demonstrate the unique perspective they can bring to decisions about supports in school, so their views should influence any premises that underpin services and delivery. Conclusions Four premises to underpin and improve IPC are proposed: the child with DLD is a being in their own right; DLD is a difference rather than a disorder; language is a tool for learning and connecting; and IPC is a means of ensuring the inclusion of the child with DLD in school. These premises provide a foundation upon which to develop a coherent set of principles and practices to support children with DLD in schools.