"What Isn’t Language?" A Qualitative Study of the Role of the School Speech-Language Pathologist Research Article
Research Article  |   October 2003
"What Isn’t Language?"
 
Author Affiliations & Notes
  • Teresa A. Ukrainetz
    University of Wyoming, Laramie
  • Elena F. Fresquez
    University of Wyoming, Laramie
  • Corresponding author: e-mail: tukraine@uwyo.edu
Article Information
Development / School-Based Settings / Speech, Voice & Prosody / Research Articles
Research Article   |   October 2003
"What Isn’t Language?"
Language, Speech, and Hearing Services in Schools, October 2003, Vol. 34, 284-298. doi:10.1044/0161-1461(2003/024)
History: Received July 15, 2002 , Accepted June 16, 2003
 
Language, Speech, and Hearing Services in Schools, October 2003, Vol. 34, 284-298. doi:10.1044/0161-1461(2003/024)
History: Received July 15, 2002; Accepted June 16, 2003

Purpose: This study examined how speech-language pathologists (SLPs) carry out their roles in the schools. The focus was on language as a domain of specialization and roles relative to other remedial educators.

Method:The study was a qualitative constant-comparative design. Five Wyoming school SLPs and 15 teachers from their five schools participated.

Results: Results showed that language was difficult to define and delimit. Language was present throughout the curriculum and all of the educators taught it. The SLPs and resource teachers demonstrated similar types of language instruction. Oral language and speech were clearly specialty domains of the SLPs. The SLPs were also distinctive in terms of the instructional framework and service delivery structure.

Implications: The findings contribute to understanding the role of SLPs in the schools and how these roles complement and overlap with other remedial educators.

ACKNOWLEDGMENTS
The authors wish to acknowledge the participating SLPs and their schools. The authors also wish to thank colleague and speech-language pathologist, Lynda Coyle, for reviewing drafts of this article, and to Heather Garrett and Colette Smith for interview transcription. This work was supported by an ASHA 2000 Foundation Research Grant for New Investigators and a University of Wyoming College of Health Sciences Research Grant.
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