Presuppositions for Speech Therapy Lessons

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Abstract
Advances in qualitative research investigating speech therapy discourse as it occurs in speech therapy lessons have shed light on some aspects of its verbal and nonverbal structure. The clinician dominates the flow of topical exchange through controlled remedial sequences and strategic conversational repairs. However, interpreting the meanings of such events for the clinician and the child depends on the social presuppositions of both participants. The argument of this paper is that some macro -analysis of the clinicians's social experiences must be incorporated into the micro-analysis of therapy in order to sort out the multiple meanings of therapy events.

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