Communication problems in children are determined through family reports, teacher reports and evaluations made by language and speech therapists (SLPs). The opinions and attitudes of this tripartite group, which should cooperate in the prevention and therapy of language and speech disorders, are important in the literature.
For example, speech and language therapists (SLPs) are transitioning from a limited collaboration with parents to a more participatory collaboration. they did. While in the traditional 'therapist-centered model', which is preferred in intervention approaches applied to young children, the specialist focuses on himself and applies a more directive and controlled service planning to the service recipients, in the recently adopted 'family-centered model', the philosophy of the intervention is to form a positive relationship between the child's family and the therapist.
Therapists not only involve parents in therapy, but also give them the opportunity to take a role in the decision-making mechanism.
In the literature, the participation of families in the process of monitoring the health and development of their children is increasingly recommended, and early diagnosis of problems and their own It is emphasized that their opinions should be taken in determining their roles.
It is also observed that the measurements used in evaluation and therapy services for children with language and speech problems are increasingly replaced by information received from the family. Despite the increased responsibility given to the family in the therapy process, studies aimed at determining the views of families regarding their participation in this process have shown that many families have high motivation to participate in screening, evaluation and therapy, but many cannot fulfill this role. Even though they are limited in their participation, families' comments about their children's participation in speech and language therapies and the quality of the therapies are quite positive; Additionally, it is stated that every family wants more therapy sessions for their child. Recommending the role of classroom teachers to accompany speech therapists in intervention programs for language and speech disorders has become an important issue in recent years. Studies show the importance of teachers diagnosing children with language and speech disorders together with an expert in the field and recommending therapy. It emphasizes the. He notes that, especially in inclusive classrooms, most speech and language therapists traditionally work alone with the child outside the classroom, resulting in teachers taking little responsibility for participating in the process and meeting children's needs regarding communication problems. Teachers are the primary people consulted regarding the placement of students in therapy based on their academic, social, and behavioral status at school; This depends on how positive the teacher develops a perspective on the child's problem. The most important obstacle that causes misdiagnosis about the child's condition is the possible differences in attitudes between teachers and speech and language therapists. Language is fundamental to children's literacy development throughout their school years. For all children, especially oral language, is essential for their communicative, academic, social and emotional development and supports the development of reading and writing skills. Children who have a disorder/deficiency in their language and speech abilities before school and/or who start school without having previously identified the problems for varying reasons are at risk of having difficulties in reading and writing.
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