Logopediskt arbete i svenska skolor : Förutsättningar, arbetssätt, metoder och upplevelser

Sammanfattning: School education puts great demands on children’s linguistic abilities, and children with language difficulties might therefore have problems reaching educational goals. Speech and language pathologists (SLP) can help these students achieve the school's goals through different language and communication efforts. However, there is a lack of knowledge about how SLPs work in Sweden in general. The purpose of this study is thus to contribute with knowledge about how SLPs work in Swedish schools. The goal is to identify which methods service deliveries they use and to analyze the service deliveries based on prevailing evidence, as well as to contribute with experiences and reflections of the SLPs regarding their work. The study was conducted using two methods to collect data from the SLPs working in schools; a nationally distributed electronic survey, and semi-structured interviews with a smaller number of SLPs who mainly worked in school settings.  The results show that the organizational work conditions vary for SLPs in Swedish schools. The workload is perceived as high by a majority, while most tend to enjoy their profession. The collaboration with other professions is described as partially functional. Consultation is the service delivery method that is most often used, followed by individual intervention outside the classroom. Working in the classroom is less common. There is evidence regarding the different service delivery methods used, but the conditions do not always seem to offer the opportunity to implement them in the way that has been shown to have the best effect in earlier studies. The SLPs believe that there are several advantages of working in a school environment. Despite this, feelings of inadequacy and loneliness are sometimes experienced. Learning the school's governing documents was considered a challenge. Employers and schools having an understanding of what speech therapists can contribute to the school setting is considered a success factor. The SLPs hope that the forthcoming guidelines from Svenska logopedförbundet (SLOF) regarding SLP work in schools will clarify their role and working methods. A statutory provision of the profession in the student health team is also considered to be an opportunity of development that could lead to more SLPs working in schools.