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Providing training in speech and language for education professionals: challenges, support and the view from the ground

School of Education, Communication and Language Sciences, University of Newcastle, UK

This article explores the training needs in speech and language of teachers and other early years educators in education settings. Results from the interviews demonstrate that practitioners have clear ideas about preferred training formats and they specifically want more training in identifying children with communication difficulties and opportunities to work more closely with speech and language therapists. The discussion explores the limitations on training faced by early educators and then goes on to demonstrate that there is potential within their policies and practice which could support them in their identification role. However, more explicit links need to be made between the particular needs of children with communication dfjiculties and the general documentation available to educators.

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