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Relationships between teachers and speech-language therapists: influencing practice by distance education

School of Education, University of Birmingham, Edgbaston, Birmingham BI5 2TT, UK

There are now increased opportunities for teachers in the UK to undertake professional development to work with pupils with speech and language difficulties. This paper discusses an aspect of the evalu ation of a distance education course which suggests there is a potential to positively influence a whole work system. Specific aspects of course design appear to promote better working relationships between col leagues and can enhance collaboration between teachers and speech- language therapists.

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