Support for school-age children with speech, language and communication needs (SLCN) usually takes place within the school setting. Successful outcomes for children with SLCN rely on effective collaborative working between speech and language therapists (SLTs), school staff and families. We need to understand the current evidence regarding the joint working practices, relationships and collaboration experiences of SLT and teaching staff within mainstream primary schools, in order to identify whether sufficient research exists for a systematic review within this field, and to inform practice. The purpose of this scoping review was to identify what research currently exists regarding collaboration, roles and relationships of SLTs and teaching staff within mainstream UK primary schools, and clarify the nature, participants and concepts described within this literature. A scoping review framework was used, consisting of identification of the review objectives, identification of relevant studies, study selection and iterative searches, data charting and reporting of the results. Information regarding research question, participants, data collection and analysis and terms used for key concepts was extracted. This scoping review identified 14 papers, however, collaboration was the primary focus of only 5 of these. Clarity and perceptions of roles were key themes within six of the papers. Whilst facilitators and barriers to collaboration are discussed in all 14 papers, only 4 studies aimed to investigate barriers and facilitators. Teaching assistant (TA) views are underrepresented within the research. Drawing conclusions from the body of research is challenging due to the varied ways in which the key concept ‘collaboration’ is used. Currently, there is insufficient literature to carry out a systematic review. This scoping review highlights the need for research that considers collaboration within the complex social network of school staff (including TAs) and SLTs, in order to ensure that future guidance is rooted in research.

中文翻译：

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英国主流小学言语和语言治疗师与教学人员之间的合作：范围界定审查

对有言语、语言和沟通需求 (SLCN) 的学龄儿童的支持通常在学校环境内进行。SLCN 儿童的成功取决于言语和语言治疗师 (SLT)、学校工作人员和家庭之间的有效协作。我们需要了解主流小学中 SLT 和教师的联合工作实践、关系和协作经验的现有证据，以确定是否存在足够的研究来进行该领域的系统审查，并为实践提供信息。本次范围审查的目的是确定目前存在哪些关于英国主流小学中 SLT 和教学人员的合作、角色和关系的研究，并澄清该文献中描述的性质、参与者和概念。使用了范围界定审查框架，包括确定审查目标、确定相关研究、研究选择和迭代搜索、数据图表和结果报告。提取了有关研究问题、参与者、数据收集和分析以及用于关键概念的术语的信息。此次范围界定审查确定了 14 篇论文，但其中只有 5 篇论文的主要焦点是合作。对角色的清晰性和认知是六篇论文的关键主题。虽然所有 14 篇论文都讨论了合作的促进因素和障碍，但只有 4 项研究旨在调查障碍和促进因素。助教 (TA) 的观点在研究中代表性不足。由于“协作”这一关键概念的使用方式多种多样，从研究主体中得出结论具有挑战性。目前，还没有足够的文献来进行系统评价。本次范围界定审查强调需要进行研究，考虑学校工作人员（包括助教）和 SLT 的复杂社交网络内的合作，以确保未来的指导植根于研究。