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Using scenarios to evaluate a professional development programme for teaching staff

Speech and Language Therapy Research Unit, Bristol, UK

The need for professional development for both teachers and speech and language therapists working with children with speech, language and communication needs has been highlighted in recent publications. Less attention has been given to how such training should be evaluated. This paper describes the use of scenarios to evaluate a professional development programme for teaching staff, offered by speech and language therapists. The benefits and limitations of using this approach over other methods are discussed.

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