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Table 4 Themes and supporting categories

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


Supporting categories

1. Tailored, enabling, enriching and relevant supports that enhance the child’s learning and social capital

a. Tailored (individualiseda, proactiveb)

b. Enabling (strengths-baseda, supports independencea, supports the ability to make choicesa)

c. Enrichinga(more than languagea, beyond the classrooma)

d. Relevantc (supports that address issues of inclusion and exclusionc and the development of social capitalc)

2. A sentient, safe, inclusive, emancipatory setting

a. Sentient (listeningb, noticingb)

b. Safec (to make mistakesc, explicit expectationsc, consistent responsesc)

c. Inclusive (diversity as valuedc, presuming competencec)

d. Emancipatory (democraticc, power and controlc)

3. To be able to connect, participate, self-manage and be heard

a. Connect & participatea (friendship skillsa, negotiating entryc d contributing in classc)

b. Understand (peoplec d, rulesc)

c. Self- manage (awareness of own needs and feelings, able to self-regulated, able to seek supportb, strategies for survivalc)

d. Have a voice (speaking up & speaking outd, influencingd)

4. The needs of the child as central in a humane and collaborative network

a. Needs-led (aimsb, resource allocationb)

b. Humane (ethic of caringb)

c. Collaborative (equality in relationshipsb,shared responsibilityb)

e. Network: (professional autonomyb, responsiveb, blurred roles and boundariesd)

  1. aviews expressed by all stakeholders
  2. bviews expressed by parents, SLTs & teacher
  3. cviews expressed by children only
  4. dviews expressed by parents only