Purpose: The purpose of this study was to compare the perceptions of school-based service delivery in speech-language pathology (SLP) among parents of children with and without language difficulties. Methods: A questionnaire was developed to examine the parental perceptions of and desires for school-based service delivery in SLP. The survey was administered to 55 parents of children with language difficulties and 97 parents of children without language difficulties among parents of children in kindergarten and elementary school. Results: First, parents of children with language difficulties perceived that their children’s language skills had an impact on their academic performance and their peer relationships, while parents of children without language difficulties perceived that their children’s language skills had an impact on their academic performance but not their peer relationships. Second, both groups of parents recognized that school-based SLPs were needed to boost their children’s academic performance and social communication skills. They also wanted the service to be delivered within their children’s school curriculum on a regular basis. Third, each group of parents expected that school-based SLPs would help their children in different areas. Conclusions: The results of this study are expected to serve as guidance for the development of school-based service delivery in SLP.
Purpose: The purpose of this study was to compare the perceptions of school-based service delivery in speech-language pathology (SLP) among parents of children with and without language difficulties. Methods: A questionnaire was developed to examine the parental perceptions of and desires for school-based service delivery in SLP. The survey was administered to 55 parents of children with language difficulties and 97 parents of children without language difficulties among parents of children in kindergarten and elementary school. Results: First, parents of children with language difficulties perceived that their children’s language skills had an impact on their academic performance and their peer relationships, while parents of children without language difficulties perceived that their children’s language skills had an impact on their academic performance but not their peer relationships. Second, both groups of parents recognized that school-based SLPs were needed to boost their children’s academic performance and social communication skills. They also wanted the service to be delivered within their children’s school curriculum on a regular basis. Third, each group of parents expected that school-based SLPs would help their children in different areas. Conclusions: The results of this study are expected to serve as guidance for the development of school-based service delivery in SLP.
INTRODUCTION MATERIALS AND METHODS RESULTS DISCUSSIONS
