Engaging multiple stakeholders to improve speech and language therapy services in schools: an appreciative inquiry-based study

Table 1 Participant details (professionals)

Participant reference	M/F	Current role	Employer	Work setting	Professional experience
T1	F	Class teacher	Education	Primary school^a (DEIS^b)	4 years
T2	F	Class teacher	Education	Primary school	6 years
T3	F	Resource teacher^c	Education	Primary school (DEIS)	6 years
T4	F	Resource teacher	Education	Language class^d	3.5 years
T5	M	Principal	Health	Primary school	10 years
SLT1	F	SLT	Education	Secondary school	4 years
SLT2	F	SLT	Health	Primary care^e	8 years
SLT3	F	SLT	Health	Primary care	1 year
SLT4	F	SLT Manager	Health	Primary care	11 years
SLT5	M	SLT	Health	Primary care	7.5 years
SLT6	F	SLT	Health	Primary care	2.5 years
SLT7	M	SLT	Health	Language class	2 years
SLT8	F	SLT	Education	Secondary school	9 years

T teacher, SLT speech and language therapist
^aIn Ireland, children attend primary school from the ages of five to twelve and secondary school from the age of 12 to 18
^bDEIS is an acronym for ‘Delivering Equality of Opportunity in Schools.’ It is a category of school within the Irish education system which serves a population of high social need, and is allocated additional resources
^cresource teacher is a teacher specifically responsible for the delivering of additional support for children with special education needs in schools in Ireland
^da ‘special’ class with reduced numbers of children in a mainstream school, all of whom have severe DLD. There is an SLT (employed from the local health service) assigned to the class, providing regular input
^eSLT provided in the community as part of a primary care team

ISSN: 1472-6963