Collaborative implementation: working together when using graphic symbols.

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dc.contributor.author Greenstock, Louise
dc.contributor.author Wright, Jannet A.
dc.date.accessioned 2011-10-07T10:58:34Z
dc.date.available 2011-10-07T10:58:34Z
dc.date.issued 2011
dc.identifier.citation Greenstock, L. and Wright J. (2011) Collaborative implementation: working together when using graphic symbols. Child Language Teaching and Therapy, 27 (3), pp. 331-343 en
dc.identifier.issn 0265-6590
dc.identifier.uri http://hdl.handle.net/2086/5315
dc.description.abstract Teachers, speech and language therapists, teaching assistants and nursery nurses are required to work together in a range of contexts in Foundation Stage (FS) school settings in the UK. In some cases these groups of practitioners are mutually involved in the implementation of a strategy or intervention and in the use of a particular tool or resource with children in these settings. The use of graphic symbols with children in the FS of education is increasingly common in mainstream and special school settings and is an activity that may involve any combination of practitioners in these professional groups. Graphic symbols are used with a wide range of children for a diverse range of purposes. A study was conducted in which the experiences of teachers, speech and language therapists, teaching assistants and nursery nurses using graphic symbols in FS school settings were explored. Practitioners in each of these groups working in the East Midlands region of the UK were interviewed about their experiences of using graphic symbols. The findings of this study encompassed a thematic framework and theoretical model depicting the patterns and themes emerging in the practitioners’ accounts. The proposed theoretical model suggests that practitioners are influenced by their unique professional reasoning processes, as well as the ways they perceive their own professional role and the roles of others. This article introduces the proposed theoretical model reflecting the factors influencing the collaborative implementation of graphic symbols in these FS school settings. Implications for collaborative practice in schools are considered. en
dc.language.iso en en
dc.publisher SAGE en
dc.subject collaboration en
dc.subject interprofessional practice en
dc.subject graphic symbols en
dc.subject interpretive phenomenological analysis en
dc.subject teachers and speech and language therapists en
dc.title Collaborative implementation: working together when using graphic symbols. en
dc.type Article en
dc.identifier.doi http://dx.doi.org/10.1177/0265659010396778
dc.researchgroup Human Communication Studies
dc.peerreviewed Yes en


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