Utilizing semi-structured interviews, teachers were asked about their knowledge of language development (LD), language disorders (LI), the referral process (RP), and their experiences collaborating wi..
Utilizing semi-structured interviews, teachers were asked about their knowledge of language development (LD), language disorders (LI), the referral process (RP), and their experiences collaborating with SLPs. Qualitative methods were utilized to code the teacher responses and to develop overall themes. Teachers reported limited coursework covering LD and LI, confidence in the overall referral process, and positive strategies and outcomes related to collaborating with SLPs.
