DfEE Green Paper (22/10/1997) - Provision of speech and language therapy

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7 Working together

Provision of speech and language therapy

8. One area where collaboration needs to be improved is speech and language therapy. This is a key to raising the educational potential of children with communication difficulties. Communication skills are in turn a pre-requisite for literacy skills. When communication problems persist into school years the greatest benefits can be achieved where speech therapists work with teachers and other staff as part of a team, monitoring the progress of children regularly. We will consider funding joint research by the DfEE and the Department of Health into the factors which lead to the most effective provision of speech and language therapy for children. Our proposal to end the distinction between educational and non-educational needs and provision in statements (see Chapter 3) will be relevant.

9. Children with communication difficulties have a right to a thorough assessment, effective support and regular reviews of progress. There are examples of collaboration between agencies and schools, but in too many cases provision of speech and language therapy to children has been hindered by the conflicting duties and powers of health authorities and LEAs and by lack of clarity over funding. We will look at these obstacles, and if necessary change the law so that children receive the service they need.

10. In 1991, changes were introduced to the way speech and language therapy services were provided in Scotland to school-aged children. These changes gave education authorities direct control over the financial resources they needed to discharge their duties towards children with the equivalent of a statement. Education authorities now purchase these therapy services direct from health authorities. This model has been suggested as one which might help resolve the difficulties in England.

11. Another approach would be for LEAs and health authorities to have joint responsibility for funding and managing speech and language therapy services for all children. Recognising the benefits of early intervention in communication difficulties, health authorities and LEAs could make sure that speech and language therapy was co-ordinated for pre-school children, and continued smoothly into primary school for those children with the most persistent difficulties.

12. Similar issues apply with other therapies. We will consider whether any changes to the provision of speech therapy should be extended to cover the arrangements for the funding of physiotherapy and occupational therapy. We will also consider whether any other services, such as mobility training for visually impaired children or provision of school nurses, would benefit from better collaboration.

QUESTION: How should funding for speech and language therapy and analogous services be provided in future?

31/08/2000