Implementing Changes to Practice Based on Alberta Education's Inspiring Education: A Case Study of Speech-Language Pathologists

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atmire.migration.oldid4493
dc.contributor.advisorLenters, Kimberly
dc.contributor.authorWalker, Sharon
dc.contributor.committeememberArthur, Nancy
dc.contributor.committeememberBrandon, Jim
dc.date.accessioned2016-06-10T21:16:02Z
dc.date.available2016-06-10T21:16:02Z
dc.date.issued2016
dc.date.submitted2016en
dc.description.abstractThe role of the speech-language pathologist working within a school district should be responsive to the Ministry of Education’s mandates and initiatives toward supporting students. In Alberta, the Ministry’s Inspiring Education initiative was introduced in 2008 and influenced changes to the way that speech-language pathologists work in schools, especially within early learning classrooms. The purpose of this study was to explore these changes and the perceptions, attitudes, and experiences of those speech-language pathologists that have been working within the Inspiring Education initiative. The four research questions that guide this exploration are (1) How does Alberta Education’s Inspiring Education documentation conceptualize student support services and how does it provide direction for speech-language pathology practice within education?, (2) How do speech-language pathologists, currently working in early education settings, conceptualize their role in relation to Alberta’s new Inspiring Education initiative?, (3) How do speech-language pathologists think about their own individual capacity to implement changes to their own practice to reflect this provincial initiative?, and (4) What factors do speech-language pathologists identify as barriers and/or supports that impact practice changes? To gather data for this qualitative case study, a document review of the relevant Inspiring Education documentation was completed, an open-ended qualitative survey of speech-language pathologists working for Alberta school districts was conducted, and semi-structured interviews of five participants were completed. Based on the analysis of the data and my conclusions, the following evidence emerged: (1) the Inspiring Education initiative needs to move beyond conceptualization of student support services toward developing policies and procedures for implementation; (2) speech-language pathologists are not fully aware of the Inspiring Education initiative and its’ role in their current practice; (3) speech- language pathologists do not feel clinically prepared to implement changes to their practice to reflect this educational reform initiative; and, (4) there are practical supports and barriers that can be addressed by leaders in order to support successful implementation of practice changes. Striving for a collaborative, coordinated, and integrated continuum of support in supporting students within education and speech-language services is a worthwhile pursuiten_US
dc.identifier.citationWalker, S. (2016). Implementing Changes to Practice Based on Alberta Education's Inspiring Education: A Case Study of Speech-Language Pathologists (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/26470en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/26470
dc.identifier.urihttp://hdl.handle.net/11023/3051
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectEducation
dc.subjectEducation--Administration
dc.subjectEducation--Early Childhood
dc.subjectEducation--Elementary
dc.subjectEducation--Health
dc.subjectEducation--Special
dc.subjectEducation--Teacher Training
dc.subjectAudiology
dc.subjectEducation
dc.subjectRehabilitation and Therapy
dc.subjectSpeech Pathology
dc.subject.classificationInclusive Educationen_US
dc.subject.classificationCollaborative Practiceen_US
dc.subject.classificationCollaborationen_US
dc.subject.classificationSpeech-Language Pathologyen_US
dc.subject.classificationEarly Educationen_US
dc.subject.classificationJoint Workingen_US
dc.subject.classificationInterprofessional Collaborationen_US
dc.subject.classificationSpecial Educationen_US
dc.subject.classificationSchool Supporten_US
dc.subject.classificationEducational leadershipen_US
dc.subject.classificationSchool Leadershipen_US
dc.subject.classificationPre-service trainingen_US
dc.subject.classificationAlberta Educationen_US
dc.titleImplementing Changes to Practice Based on Alberta Education's Inspiring Education: A Case Study of Speech-Language Pathologists
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Education (EdD)
ucalgary.item.requestcopytrue
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