Multidisciplinary Challenges in the Educational Assessment and Identification of Speech and Language Disorders in Türkiye: Perspectives from Guidance and Research Centers
Merve Nur Sariyer Temelli, Esra Kilinç, Duygu BüyükköseIntroduction
Speech and language disorders (SLDs) can significantly affect individuals’ communication, academic achievement, and social participation. Guidance and Research Centers (GRCs) play a central role in the educational assessment and placement of children with SLDs in Türkiye; however, limited research has examined the perspectives of GRC professionals regarding these processes.
Methods
This descriptive qualitative case study was conducted with 30 professionals working in GRCs in Türkiye. Participants were selected using criterion sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis following Braun and Clarke’s six-phase approach.
Results
Five main themes emerged from the analysis: student profiles, referral processes, educational assessment and identification practices, post-identification monitoring, and recommendations for improvement. Participants reported several challenges, including the limited use of standardized assessment tools, insufficient professional expertise in SLDs, inadequate inter-institutional collaboration, and restricted family participation. The absence of speech and language therapist (SLTs) within GRC teams was identified as a major factor affecting the quality and comprehensiveness of educational assessments.
Conclusion
The findings suggest that important structural and professional challenges continue to influence the assessment of children with SLDs within GRCs. Strengthening multidisciplinary collaboration, increasing access to SLTs improving professional training opportunities, and implementing standardized assessment and monitoring procedures may contribute to more effective and evidence-based educational assessment practices.