{"id":713,"date":"2024-11-20T23:58:49","date_gmt":"2024-11-20T23:58:49","guid":{"rendered":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2024\/?p=713"},"modified":"2024-11-21T00:01:46","modified_gmt":"2024-11-21T00:01:46","slug":"ecv2024-461","status":"publish","type":"post","link":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2024\/ecv2024-461\/","title":{"rendered":"ECV2024-461 – Normalising partnership working between speech and language therapists and early childhood educators: What we learnt from listening"},"content":{"rendered":"\t\t
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Presentation - ECV2024-461<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Normalising partnership working between speech and language therapists and early childhood educators: What we learnt from listening<\/h1>\n

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Helen Stringer<\/strong>, Newcastle University, UK (helen.stringer@newcasle.ac.uk)
Eva Gilmour<\/strong>, Newcastle University, UK (e.l.gilmour1@newcastle.ac.uk)
Di Nicholson<\/strong>, Northumbria Healthcare NHS Foundation Trust, UK (di.nicholson@nhct.nhs.uk)
Kate Hope<\/strong>, Northumbria Healthcare NHS Foundation Trust, UK (Kathryn.hope@nhct.nhs.uk) <\/p>\n

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Background: <\/strong>The Northumberland Healthcare NHS Foundation Trust-Newcastle University-Universal-Targeted-Specialist (NNUTS) Framework was developed from a two-year longitudinal study to establish Universal, Targeted and Specialist (UTS) speech and language intervention in the early years provision of five schools in the north-east of England. Speech, language and communication (SLC) support was embedded in school policy. Trained specialist teaching assistants (TAs) led the UT provision, liaising closely with NHS speech and language therapists (SLTs) and collaborating across schools. SLT input required less time to obtain the same outcomes.<\/p>\n

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Aims: <\/strong>To establish important components of normalisation we investigated the perceptions of senior leaders and staff on the ground.<\/p>\n

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Method:<\/strong> Fifty structured interviews were conducted with staff across education and speech and language organisations. Participants comprised senior leaders, SLTs, class teachers and TAs. The Theoretical Domains Framework (TDF) and Capability-Opportunity-Motivation-Behaviour (COM-B) Model were used to analyse the interview content. Themes were extracted using the TDF and mapped onto the COM-B model as barriers and enablers. Ethical approval was gained from Newcastle University.<\/p>\n

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Results:<\/strong> A key component in normalisation was that SLC support for children was valued by staff at all levels of the organisations. Staff felt supported to develop knowledge and skills which increased their confidence working with children. Limited time and resources were still an issue but did not seem to impact normalisation. The NNUTS Framework laid a foundation for building sustained cross-organisational partnerships.<\/p>\n

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Conclusions:<\/strong> The normalisation of partnership working to provide SLC support to children in educational settings was achieved through embedding in organisational policy, valuing and supporting staff, and providing well focused training and expert specialist support, supported by the NNUTS Framework.<\/p>\n

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Implications for children and families:<\/strong> A good partnership working between the people who support your speech, language and communication needs will help you get the support you need sooner.<\/p>\n

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Implications for practitioners:<\/strong> Commitment at all levels of your organisation is essential to establish partnership working that will normalise the implementation of universal-targeted-specialist support for children with speech, language and communication needs.<\/p>\n

Funding:<\/span> The project was funded by Newcastle University, UK.<\/p>\n

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Key words<\/strong>: professionals\u2019 voices, interdisciplinary, partnership, normalisation<\/p>\n

This presentation relates to the following <\/strong>United Nations Sustainable Development Goals<\/strong><\/a>:<\/strong><\/p>\n