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'I think that's a noisy sound': reflection and learning in the therapeutic situation

Queen Margaret College, Edinburgh

Elizabeth Dean

The National Hospitals College of Speech Sciences, London

How the child learns in the therapeutic situation is as important as what he learns. Theories which view the child as an active participant in the learning process are believed to be particularly appropriate in this context. A remedial strategy for children with phonological disorder is described. In this two-phase approach the child is encouraged to actively reflect about language. This reflection takes place during therapeutic activities where the patient and therapist are seen as equal participants.

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