Tertiary Speech Therapy Prevention in Working With Bilingual Preschool Children – Possibilities and Limitations
Abstract
The purpose of this article is to highlight the possibilities and limitations of tertiary speech therapy for bilingual children. It also highlights the therapeutic approaches, challenges encountered, collaboration with parents, and areas requiring further research and action to support the preventive interventions and therapeutic approaches developed by specialists. The research was qualitative in nature, grounded in a pragmatic paradigm aimed at developing best practices in speech therapy and tertiary prevention for multilingual preschool children. The study was based on case reports of bilingual children receiving speech therapy and interviews with speech therapists. The collected empirical material was subjected to qualitative analysis, which identified thematic categories related to diagnosis, therapeutic interventions, outcomes, and collaboration with parents. This article presents a theoretical and methodological section, a description of the research results, and a summary. It highlights that in times of ongoing geopolitical transformation, bilingual or multilingual children are increasingly becoming the subject of therapeutic interventions, which poses a challenge for speech-language pathologists and therapists. The results demonstrate that therapeutic and preventive measures yield varying results. Therefore, it is justified to expand research exploration to develop best practices and advocate for systemic support.
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