Abstract
Speech, language and communication needs (SLCN), when unsupported, have been associated with numerous negative individual outcomes including poorer academic attainment, social, emotional and mental health difficulties, and poorer employment and future education outcomes. A number of professionals are argued to be key in supporting the needs of this population, including Educational Psychologists (EPs). However, there is limited literature exploring and identifying what the role of the EP in supporting this population is. What is available suggests their role to be peripheral, and demonstrates significant limitations within practice. In light of this, this research sought to explore the role of the EP in supporting this population, and possible opportunities for role development. Given the negative outcomes associated with SLCN, it was hoped that this could provide greater clarity as to how the EP role functions to support the needs of this population, and whether there were ways practice could be developed with the aim of promoting more positive outcomes for pupils with SLCN.5 Educational Psychologists, 3 Speech and Language Therapists (SaLTs) and 2 Special Educational Needs Co-Ordinators (SENCos) from one Local Authority participated in the research via remote semi-structured interviews. Data was collected using a Reflexive Thematic Analysis approach, and three over-arching themes were identified: (1) The current role of the EP in supporting SLCN, (2) Influences upon the EP role and (3) Joint working between EPs and SaLTs. Overall, findings outlined that, within the context of SLCN, the EP role is primarily focussed on the support of language and/or communication needs, but not speech, through the practice of individual casework. It does this through the functions of awareness raising, identification of needs, informing practice and provision to support these needs in school, and providing a holistic and contextualised perspective of these needs, and how they may interact with other areas of development. It also found that, as a result of considerable cuts within the education sector, their opportunities to work with children with SLCN were limited, as well as their opportunities to work with other professionals, in particular SaLTs, in supporting this population. Additional barriers to joint working were also identified. Finally, this thesis identified key areas of development for the EP role, including clarifying what EP involvement in supporting pupils with SLCN looks like, broadening the ways in which they support this population, and developing more joint working practices. This thesis concludes by providing an account of the implications that this may have for practice and policy, and potential ways forward, at a local and national level, and at the level of the EP profession.
| Date of Award | 3 Oct 2023 |
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| Original language | English |
| Awarding Institution |
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| Supervisor | Rob Green (Supervisor) |