Browsing by Subject "speech-language therapy"

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    Contextually relevant resources in speech-language therapy and audiology in South Africa-are there any?
    (AOSIS, 2011) Pascoe, Michelle; Norman, Vivienne
    In this editorial introduction we aim to explore the notion of contextually-relevant resources. We argue that it is the responsibility of Speech Language Therapists (SLTs) and Audiologists (As) working in South Africa to develop contextually relevant resources, and not to rely on the countries or cultures where the professions originated to do so. Language is often cited as the main barrier to contextually relevant resources: most SLTs and As are aware of the need for more resources in the indigenous local languages. However, the issue is not as straightforward as translating resources from English into other languages. The challenges related to culture, e.g. formal education, familiarity with the test situation, have to be considered; as well as the population on which norms were obtained; the nature of vocabulary or picture items. This paper introduces four original research papers that follow in this edition of the journal, and showcases them as examples of innovative development in our field. At the same time we call for the further development of assessment materials, intervention resources, and contributions to the evidence base in our context. We emphasise the importance of local knowledge to drive the development of these resources in innovative and perhaps unexpected ways, and suggest that all clinicians have an important role to play in this process.
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    Fluency assessment in IsiXhosa: a video-based tool to facilitate reflective learning for speech-language therapists
    (2013) Kathard, Harsha; Camroodien-Surve, Fatemah; Maphalala, Zinhle
    The purpose of this video-based Fluency assessment of an eight year old female conducted in isiXhosa is to provide a reflective learning opportunity for students as well as qualified Speech-language therapists. The video is accompanied by a reflection from the therapist as well as examples of incisive questions to facilitate clinical learning. Given the importance of culturally and linguistically relevant assessment, the video presents an opportunity to deliberate on several issues speech-language therapists must consider when developing practices which embrace diversity. The questions included with this video should be regarded as initial learning triggers and users are advised to add to the bank of questions as a means of extending and sharing this learning opportunity.
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    Philosophical enquiry and autism: story/ing/ied bags of unexpected human and more-than-human encounters in speech-language therapy and classroom spaces
    (2025) Babamia, Sumaya; Murris, Karin
    This study is located within early childhood education, early childhood intervention and childhood dis/ability studies. The aim of the thesis is to explore the concept of ontoepistemic injustice for autistic children with/in educational and therapeutic settings. Current pedagogies and interventions are embedded in human-centric ontologies that position autistic child as lacking, immature, and often incapacitated epistemologically. Drawing on critical posthumanism, notably Karen Barad's Agential Realism, the study asks: how might the community of philosophical enquiry be put to work with children who present with significant challenges to enquiry-based learning? How can subjectivity for autistic children be re-configured outside of humanist narratives of mastery, skill and performance? The research questions were explored through postqualitative storying practices where communities of autistic learners participated in a teaching and learning approach known as Philosophy for/with Children. The philosophical enquiries took place at two learning centres in Johannesburg, South Africa. These centres were ‘outlier' educational facilities that accommodated the learning differences of children who were deemed to be intellectually in/eligible for mainstream or remedial schooling. Despite learning, language and communication dis/abilities, the enquiries produced philosophical thinking that emerged in unexpected spaces and times. Often, the thinking that emerged worked outside of language and voice yet were weighty and imbued with intensity as well as affect. The postqualitative analysis in the thesis disrupts the nature/culture binary which has historically positioned autistic child as being of dis/ordered mind. Diffractive engagement with the co-created data of videotapes, photographs, drawings, and fieldnotes troubled normative theories of child development in early childhood education and early intervention that still rely heavily on language and cognition. Of significance in this study is the re-configuration of child subjectivity ‘outside' of the adult human-centred privileges of language, power and agency. Postqualitative research methods highlighted the agency of the material-discursive and troubled the ontoepistemic status of autistic child as ‘lacking' and ‘less-than'. The study shows how Philosophy for/with Children, when theorised as a posthumanist transdisciplinary theorypractice of deep, attentive listening to children's questions and ideas, contributes to and innovates within the fields of autism studies, early childhood education and early intervention.