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Table 5 Quotes from the dataset related to theme 1

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

Quote No. Participant reference Quote
1 T1 “… you do it for a certain amount of weeks but then you need to change it up again depending on the child’s response … every child responds differently to what’s done in class, it is the response that counts”
2. P9 “supports … so they (the child) are not overwhelmed but that the learning is set just right for them, cos they know the child so well and then the child can succeed”
3. C5 “I can do the work it’s hard but not too hard … so I’m learning … but I feel good”
4. T4 “… finding out things that motivate him or topics he likes talking about and starting from there”
5. C4 “... I like learning about the past. I want help with hard stuff that I like, like that”
6. T3 “… to find a hidden talent or an activity for him that he’s good at … then use that learning to help him with other activities …”
7. T2 “… so the supports allow him to take risks and have a go at things himself”
8. P2 “… if he could be supported to get better at problem solving – great but then to practise this, now that would be good support”
9. P1 “… they have to be practised … he needs to be given the language to do it and loads of chances to practise it”
10. C1 “I want to pick books myself to read...help to choose a good book for me, not just what’s the reader, at school, we just do the readers”
11. C1 “I like experiments it makes it easy to learn if you are doing it. So we did an experiment before with washing up liquid and more art cos you can think about things, it’s another, it gives you another way to think about things”
12. P2 “They went to the fire station and afterwards, it’s what they did with it – they didn’t go into books, they talked about the day, so they were using the words and practising communicating with each other”
13. T4 “(For the child with DLD) it’s so important getting away from books and do things in a real life context”
14. P7 “if the SLT went in to see the dynamic in there (the classroom), they might be able to help with how things are done … that would really help him every day”
15. T2 “it’s about crossing context … the home as well as the school … supports need to continue in the home as well …”
16. C3 “Yeah the rules just don’t make sense and also sometimes they (the teachers) say don’t have a phone in school and but they (children) do have a phone in school and they (the teachers) know it. I don’t get it … I want real help with understanding the rules that can be broken”
17. C2 “I want to be cool... for others to think I’m cool … so they will want to play with me … can someone learn me that?”
  1. C child, P parent, SLT speech and language therapist, T teacher