摘要：In New Zealand, speech-language therapists work through both the health and the education systems. In common with many Indigenous peoples, Māori have faced inequities in both health and education for decades. Kaupapa Māori education systems have been developed to support educational success and the survival of kaupapa Māori knowledge and te reo Māori. However, disparities between Māori and non-Māori still exist in the delivery of speech-language therapy services. The study reported in this article explored Māori experiences of speech-language therapy in kaupapa Māori education using Kaupapa Māori methodology, an Indigenous research approach that privileges Māori culture and knowledge. Six whānau members and educators all connected to one kōhanga reo participated in a focus group, where they reported a mix of positive and negative experiences. Thematic analysis was used to identify four significant themes. The whānau emphasised the need for te ao Māori to permeate all aspects of the therapy process, including a focus on te reo Māori, suitable settings for therapy, use of relevant resources, and appropriate methods of communication.
