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Co/Productive Practitioner Relations for Children with SLCN: An Affect Inflected Agentic Frame

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Bibliographic Details
Title: Co/Productive Practitioner Relations for Children with SLCN: An Affect Inflected Agentic Frame
Language: English
Authors: Forbes, Joan (ORCID 0000-0002-3820-096X), McCartney, Elspeth, McKean, Cristina (ORCID 0000-0001-9058-9813), Laing, Karen, Cockerill, Maria, Law, James
Source: Discourse: Studies in the Cultural Politics of Education. 2019 40(6):859-872.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Descriptors: Speech Language Pathology, Special Needs Students, Special Education, Social Capital, Foreign Countries, Students with Disabilities, Partnerships in Education, Regular and Special Education Relationship, Interprofessional Relationship, Special Education Teachers, Allied Health Personnel, Speech Therapy, Psychologists
Geographic Terms: United Kingdom (England)
DOI: 10.1080/01596306.2018.1451303
ISSN: 0159-6306
Abstract: This paper examines how school-based practitioners supporting children with speech, language and communication needs (SLCN) use particular social capital relations. Social capital theory together with selected 'Productive Pedagogies' items, are applied to re-frame and understand the co/production of support for such children. Empirical data from the 'Language for All' study, which investigates SLCN provision in schools in England, are analysed to understand support network social capital. Novel insights on the types and purposes of inter-professional connectedness within SLCN support networks, in particular how relational agency is inflected by affect, are offered.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1232989
Database: ERIC
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Abstract:This paper examines how school-based practitioners supporting children with speech, language and communication needs (SLCN) use particular social capital relations. Social capital theory together with selected 'Productive Pedagogies' items, are applied to re-frame and understand the co/production of support for such children. Empirical data from the 'Language for All' study, which investigates SLCN provision in schools in England, are analysed to understand support network social capital. Novel insights on the types and purposes of inter-professional connectedness within SLCN support networks, in particular how relational agency is inflected by affect, are offered.
ISSN:0159-6306
DOI:10.1080/01596306.2018.1451303