Consultancy, the way forward?
Trialing Consultancy as a Model of Supporting Students
with Speech, Language and Communication Needs in
Mainstream Schools in Sri Lanka
Shalini Wickremesooriya,
Hilary Gardner and Michele Moore
RATIONALE
Present
in
schools
Children
with
SLCN
Vulnerable
Teachers
&
SLTs
SLT SERVICES
Direct
Indirect
Consultancy
SRI LANKA
THE FOCAL SCHOOL
“How do I as a consultant, inspire teachers
to be genuinely interested in employing
adult-child communication practices which
promote active learning, enhance selfesteem and improve social relationships of
students with SLCN?”
The Critical
Reflection
Phase
The
Planning
Phase
The Action
Phase
The
Evaluation
Phase
SELECTING STUDENTS
Speaks fluently
Speaks clearly without articulation errors
Describes stories and events
Uses age appropriate grammar and
vocabulary
Expresses needs clearly
Follows whole class instructions perfectly
Answers questions accurately
Interacts with peers
Participates in classroom activities
Never [0]
Sometimes [1]
Often [2]
Always [3]
Interviewing
teachers
Preparing
teachers
COLLECTING PRE-ACTION
DATA
– Interviewing students
– Observing & recording teacher-student communication
TIME
TURN
SPEAKER
DIALOGUE
DIRECTION
COMMENTARY
AC1
The Critical
Reflection
Phase
The
Planning
Phase
The Action
Phase
The
Evaluation
Phase
AC2
The
Critical
Reflection
The
Planning
Phase
The
Action
Phase
The
Evaluation
Phase
Eliminate the
medical model
Organise ways
to facilitate
inclusion
Practice
reciprocal
consultancy
REFLECTION
Engage in
teacher training
Promote
collaborative
teaming
IMPLICATIONS FOR THE FUTURE
• National SLT body
SPECIAL THANK YOU TO
• Research Participants
• Research Supervisors
• RCSLT selection committee
• You the audience
Queries can be emailed to [email protected]