語言治療師入校服務是促進身心障礙學生融入校園生活、提升課業學習之重要推手。語言治療的服務品質受到政府法規、跨專業合作、治療師專業能力等多種層面影響。國內針對巡迴語言治療師入校服務之研究已指出相關困境，包含：政府核發的學生服務時數不足、因治療師為兼任而使服務時間協調困難、現行服務模式不符法規、語言治療師與教師對彼此專業知能了解不足等。然而，目前多數研究所提之改善建議仍多以促進政府投注更多資源於語言治療為主 (例如：提升專團服務時數、增加教師及治療師研習時數)，依台灣特教資源有限之現況而言，實難以於短期內有顯著改善。本研究藉由深入爬梳巡迴語言治療師與教師正向的合作經驗，探究專業間正向合作關係之特色。研究者亦歸納在正向合作關係中雙方採取之做法，並據此提出促進合作關係之具體建議。本研究採質性研究法，分別招收10位受教育單位推薦之巡迴語言治療師，及10位曾與語言治療師合作的教師。研究者透過半結構式訪談，深入了解受訪者之合作經驗。研究者使用主題分析法分析訪談逐字稿，並歸納正向的專團服務內涵為：「以教師為中心」的專業諮詢合作服務模式。此外，研究者亦發現巡迴語言治療師及教師雙方各自採用不同的做法，讓專業合作過程更加順暢，以促進學生的進步。本研究結果以臺灣現行法規與服務模式為基礎，整理巡迴語言治療師順利入校服務的所需之溝通策略與專業知識，並指出提升語言治療師與教師合作品質的具體方向。研究結果可作為實務工作者、職前訓練學系及政策制定者之參考。

Background. Speech-language therapy (SLT) services in school play an important role in promoting inclusive education and optimizing learning outcomes for students with disabilities. Previous research has shown that policy and legislation, interprofessional collaborations, and professional competence affect the quality of SLT services in school.
Most Taiwanese studies have identified challenges in providing itinerant SLT services in the school context, including limited service time, schedule constraint due to itinerant speech-language pathologists’ (SLPs) full-time work, service deliveries against regulation, and knowledge gaps between itinerant SLPs and teachers. While studies have proposed administrative-level solutions, these suggestions have limited impacts on improving service quality.
Objectives. We aimed to (1) investigate the harmonious interprofessional relationships between itinerant SLPs and teachers and (2) identify the modifiable factors that have the potential to improve SLT service quality.
Methods. We conducted qualitative research and interviewed itinerant SLPs who were recommended by school teachers and personnel at the local educational departments. We also interviewed teachers to understand their experiences of collaboration with itinerant SLPs. The recordings were transcribed verbatim. Based on the transcriptions, we conducted a thematic analysis to identify the characteristics of harmonious collaborative relationships.
Results. Ten itinerant SLPs and ten teachers were recruited for the study. We found that the “Teacher-centered” service is the most effective model that facilitates positive collaboration between itinerant SLPs and teachers in Taiwan. That is, SLPs provide services and evaluations to address teachers’ needs. Teachers then implement SLP’s suggestions in their curriculum. Finally, SLPs adjust their suggestions and interventions based on teachers’ feedback. To develop and maintain collaborative relationships, itinerant SLPs and teachers adopt various communication strategies that respond to teachers’ needs and promote students’ progress. During the collaboration process, the teacher-pathologist dyads recognize each other’s professional skills and knowledge.
Conclusion. Our study identified the competencies required to provide quality SLT service in school by deeply examining positive teachers’ and SLPs’ collaboration experiences. The findings provide variable insights when developing the SLT practice guideline and SLP professional education that fit in the Taiwanese school setting.

壹、中文部分
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