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Papers by Anna Wium
The South African journal of communication disorders. Die Suid-Afrikaanse tydskrif vir Kommunikasieafwykings, Feb 16, 2016
The terms 'patient' and 'client' are used interchangeably in this document. The assumption is tha... more The terms 'patient' and 'client' are used interchangeably in this document. The assumption is that patients are those who are sick and admitted to hospital, and clients are not necessarily sick but may suffer from a condition such as hearing or balance problems. Background: A significant number of medications that are prescribed by doctors to treat cancers, tuberculosis and infections are ototoxic. Disclosure of ototoxic risks is ethical practice as patients have the right to be properly informed about and involved in decisions about their health care. Often, doctors fail to disclose such information. Aim: This research investigated whether a group of doctors working in a South African academic hospital inform their patients about the ototoxic risks associated with specific medications, and if not, explore the reasons for it. It was determined what the participants' knowledge levels of ototoxicity were as knowledge is seen as a precursor to disclosing information to their patients. A further aim of the research was to determine whether audiologists should expand their role by sharing information with patients and other professionals in the management of ototoxicity and in the hospital. Method: There were 90 participants included in the study through convenience sampling, which represented interns, medical officers, registrars and consultants in the neonatal intensive care unit, intensive care unit, ear-nose-throat, and internal and family medicine departments. The research made use of a descriptive survey design that collected mainly quantitative data and a limited amount of qualitative data through questionnaires. The data were descriptively analysed, and the qualitative data were listed and quantified. Results: The research firstly determined the participants' knowledge and understanding of ototoxicity, and it was found that there was room for improvement. With reference to the current practices of doctors in the prescription of ototoxic medicines, it was found that disclosure of ototoxic risks was limited, mostly because of a lack of time and insufficient knowledge. In comparing knowledge and practices between levels of employment, it was found that particular post levels performed better than others. The participants regarded the role of the audiologist as team member important, although very few referred their patients for audiological monitoring when they prescribe ototoxic medication. Conclusion: A need for additional support to doctors was identified, which indicates that audiologists should expand their role to include the provision of continued professional development activities and to renew their efforts to advocate their role in the hospital so that doctors are made aware of the importance to refer their patients for ototoxic screening and monitoring. Ototoxicity management: An investigation into doctors' knowledge and practices, and the roles of audiologists in a tertiary hospital Read online: Scan this QR code with your smart phone or
Innovations in Education and Teaching International, 2015
preferences. The Herrmann Brain Dominance Instrument (HBDI®) was used to collect data from three ... more preferences. The Herrmann Brain Dominance Instrument (HBDI®) was used to collect data from three lecturers while an adapted version of the HBDI® was used to collect data from second year students and colleagues in the three disciplines. The results from students showed a trend towards left brain dominance with a primary preference for the B-quadrant mode of thinking. The students' brain dominance did not necessarily correlate with those of the lecturers or their colleagues. The results created a better understanding of students' thinking preferences, made lecturers more accountable and emphasised the importance of making provision for diversity in teaching and learning. Less preferred ways of thinking need to be challenged with a view to promoting 'whole brain' thinking.
African Journal of Health Professions Education, 2016
Background. During a service-learning module, the focus is on the development of reflective compe... more Background. During a service-learning module, the focus is on the development of reflective competence, which is part of professional competence. The students have to reflect in a structured manner on the service-learning experience to understand and appreciate not only the module and discipline, but also their sense of personal value and social responsibility. By providing structured opportunities for reflection, deeper learning can be facilitated, which enhances competence. Do students benefit from the process of reflection and how should it be measured? Objective. To determine the usefulness of an assessment tool. Methods. A documented review of reflection journals made use of a rubric to score the structured reflection of students at a particular service-learning site. Descriptive statistics were used to analyse the data. Results. The results showed positive changes in terms of analysis, critical thinking, emotive aspects, social responsibility and self-confidence. Conclusion. Specific factors were identified that could have affected the reflections, and recommendations are made to increase the effectiveness of the assessment tool and the process of reflection.
This critical review addresses the implications of the Curriculum and Assessment Plan Statement (... more This critical review addresses the implications of the Curriculum and Assessment Plan Statement (CAPS) for collaboration between teachers and speech-language therapists (SLTs) in schools. A historical perspective on changes in the roles and responsibilities of SLTs is provided, reflecting a shift from supporting the child to supporting the teacher. Based on the role of SLTs and audiologists in schools, an innovative approach to the support of teachers is conceptualized. The curriculum content and methods support learners who experience challenges and barriers to learning in main stream classrooms. The implementation of the curriculum necessitates close collaboration between teachers and SLTs in order to ensure the best possible outcomes for all learners. This collaboration is reviewed by identifying the benefits of, and barriers to, the process, as well as crucial areas of collaboration. Inclusive education is mandated by White Paper 6, and collaborative support of teachers by SLTs ...
South African Journal of Communication Disorders, 2011
Basic education in South Africa faces a crisis as learners fail to achieve the necessary outcomes... more Basic education in South Africa faces a crisis as learners fail to achieve the necessary outcomes in the related areas of language and literacy. The aims of this paper are twofold. Firstly, we aim to describe and discuss the education crisis by outlining the educational landscape, relevant policy imperatives and implementation challenges in post-apartheid education. The systemic factors contributing to the literacy crisis are emphasised. Secondly, we argue that speech language therapists and audiologists (SLTAs) have a role to play in supporting basic education in South Africa through developing language and literacy. It is suggested that the professions of speech-language pathology and audiology must be socially responsive and population-focused in order to make meaningful contributions to development in South Africa. The potential roles of SLTAs are discussed with suggestions for further actions required by the professions to enable a contextually relevant practice in a resource-c...
South African Journal of Childhood Education, 2015
This critical review addresses the implications of the Curriculum and Assessment Plan Statement (... more This critical review addresses the implications of the Curriculum and Assessment Plan Statement (CAPS) for collaboration between teachers and speech-language therapists (SLTs) in schools. A historical perspective on changes in the roles and responsibilities of SLTs is provided, reflecting a shift from supporting the child to supporting the teacher. Based on the role of SLTs and audiologists in schools, an innovative approach to the support of teachers is conceptualized. The curriculum content and methods support learners who experience challenges and barriers to learning in main stream classrooms. The implementation of the curriculum necessitates close collaboration between teachers and SLTs in order to ensure the best possible outcomes for all learners. This collaboration is reviewed by identifying the benefits of, and barriers to, the process, as well as crucial areas of collaboration. Inclusive education is mandated by White Paper 6, and collaborative support of teachers by SLTs ...
The Department of Speech-Language Pathology and Audiology at the University of Limpopo (Medunsa C... more The Department of Speech-Language Pathology and Audiology at the University of Limpopo (Medunsa Campus) redesigned their curriculum at the beginning of 2010. The template that was developed shows the horizontal and vertical integration of outcomes. Although the outcomes of the entire process met the requirements of the Health Professions Council of South Africa (HPCSA) and the level descriptors of the National Qualifications Framework (NQF) (2007), the development process did not go without difficulties. This article describes the process of re-engineering the curriculum and critically reflects on the problems encountered. Results obtained from questionnaires reflected the opinions of the staff members with regard to problems experienced, but also the gains made in terms of personal growth, as well as the benefits for teaching and learning. The experiences gained from re-engineering the curriculum enabled the authors to make recommendations to overcome challenges when attempting the...
South African Journal of Communication Disorders, 2015
Pharmacotherapy-induced ototoxicity is growing, especially in developing countries such as South ... more Pharmacotherapy-induced ototoxicity is growing, especially in developing countries such as South Africa. This highlights the importance of ototoxicity monitoring and management of hearing loss. This article focuses on the establishment of an ototoxicity clinic as a site for the implementation of a service-learning module in the Audiology programme. The clinic offers a unique opportunity of collaboration between pharmacists and an audiologist where pharmacotherapy-induced ototoxicity is uniquely monitored. The Sefako Makgatho Health Sciences University (SMU) provides training to both the disciplines audiology and pharmacy. The main aim of this article is to describe how ototoxicity monitoring is implemented in the curriculum within such an academic service-learning approach. Through service learning students develop a deeper understanding of course content, acquire new knowledge and engage in civic activity. It simultaneously provides a unique opportunity for interdisciplinary collab...
South African Journal of Communication Disorders, 2011
Learners who do not develop adequate listening and language skills during their early years are a... more Learners who do not develop adequate listening and language skills during their early years are at risk of academic failure and early drop-out. Future learning problems may be prevented by supporting these children in the foundation phase to overcome their developmental delays. A continued professional development (CPD) programme was developed to support foundation-phase teachers to facilitate literacy. The theoretical basis for the workshop material was the articulation between an auditory processing model, a language processing model, and literacy. The focus of this article is on the qualitative findings obtained from the literacy component of a more comprehensive CPD programme that covered several topics. The research was conducted as action research cycles across two contexts (a semi-rural and an urban-township context) and included 96 participants. This article explores how the teachers implemented the strategies to facilitate literacy in their classrooms and the benefits obtai...
South African Journal of Communication Disorders, 2010
Language is required for learning, but teachers often find it difficult to facilitate listening a... more Language is required for learning, but teachers often find it difficult to facilitate listening and language skills while they have to adapt to a new national curriculum with an outcomes-based approach for which they have not necessarily been adequately trained. A multi-faceted support programme was developed for foundation phase teachers to facilitate listening and language for literacy, with a particular focus on the language required for numeracy. The aim of the research was to determine the value of this particular support programme for foundation phase teachers in a semi-rural and township context. A mixed methods approach with a concurrent, equal status triangulation design was used, where qualitative data were transformed to quantitative data in order to be compared in a matrix. The results show that the participants benefited to varying degrees from the programme. The combination of workshops, practical and mentoring components proved to be an effective means of support. The...
South African Journal of Communication Disorders
Background: Mixed-methods research (MMR) offers much to healthcare professions on clinical and re... more Background: Mixed-methods research (MMR) offers much to healthcare professions on clinical and research levels. Speech-language therapists and audiologists work in both educational and health settings where they deal with real-world problems. Through the nature of their work, they are confronted with multifaceted questions arising from their efforts to provide evidence-based services to individuals of all ages with communication disorders. MMR methods research is eminently suited to addressing such questions. Objective: The aim of this tutorial is to increase awareness of the value of MMR, especially for readers less familiar with this research approach. Method: A literature review was conducted to provide an overview of the key issues in MMR. The tutorial discusses the various issues to be considered in the critical appraisal of MMR, followed by an explanation of the process of conducting MMR. A critical review describes the strengths and challenges in MMR. Results: MMR is less com...
African Journal of Health Professions Education
Autism spectrum disorders (ASDs) encompass a wide spectrum of symptoms and levels of impairment i... more Autism spectrum disorders (ASDs) encompass a wide spectrum of symptoms and levels of impairment in the social, communicative and behavioural domains. [1] There has been limited research with a focus on interprofessional collaboration regarding ASDs in the local context. The intention of the present research was to develop a support programme that would allow registered nurses in primary healthcare (PHC) to identify the characteristics of children with ASDs and to recognise possible risk factors. This practice would allow nurses to refer such children to appropriate healthcare services, and to provide parents with essential information when there is reason for concern. PHC is the first level of contact between the general population and the health system. [2] Patients are referred to healthcare services at secondary and tertiary hospitals. [3] Nurses in PHC often have to consult with the families of children with disabilities. [4] As registered nurses interact with mothers about the welfare of their children, and become aware of their concerns, they require unique knowledge, competencies and skills. [3] It is therefore important that nurses in PHC are made aware of the characteristics and risk factors associated with ASDs (e.g. social, communicative and behavioural problems, and learning characteristics) in order for them to refer children as soon as possible. [5] Early diagnosis provides an opportunity for early intervention, which improves the prognosis of the child in terms of linguistic, cognitive, social and motor abilities. [6] In rural contexts, ASDs are often only diagnosed many years after the onset of symptoms, or misdiagnosed, possibly as a result of a lack of knowledge. [7] Awareness and knowledge of autism is very limited among healthcare workers in sub-Saharan African countries; [6] early diagnosis and intervention occur more often in developed countries. [8] Because of this situation, the diagnosis and detection of ASDs often occurs too late. Valuable time is lost in which intervention and education could have occurred. In some African countries, the proportion of children with ASDs receiving an education can be as low as 1-3%. [9] Early identification is crucial for the development, education and functioning of the child, and should occur before the age of 3. [10] Registered nurses in PHC clinics spend most of their time treating and diagnosing common childhood diseases (e.g. diarrhoea, nutritional deficits, HIV/AIDS) that are related to the national burdens of disease, and are less focused on behavioural difficulties in young children. [3] In addition, registered nurses receive limited information on the topic of ASDs in their professional training. Lack of knowledge about ASDs presents barriers to early identification of and intervention for such children. [5] Previous research has shown that there is a critical need to train healthcare workers in recognising ASDs, especially in underserved communities. [7,11] Early intervention can significantly improve the quality of life of children with ASDs [3] and prevent further delays. [10] Registered nurses should be supported in order to become familiar with the characteristics and risk factors associated with ASDs, and to understand the impact of ASDs on children and their families. Signs of ASDs often appear at the age of 12-18 months. [12] Children are usually seen at clinics at regular intervals (6, 12, 18, 24 and 30 months) for immunisation, and on such occasions parents may want to discuss their concerns with the nurse. It is important that registered Background. Registered nurses in South Africa often work in community clinics in primary healthcare (PHC), where they are first in line to be consulted by families with children with disabilities. There has been limited research with a focus on interprofessional collaboration regarding autism spectrum disorders (ASDs) in the local context. A support programme was developed to inform registered nurses in PHC of the symptoms and characteristics of ASDs in order to increase the number of referrals to specialists for early diagnosis. Objectives. To determine the effectiveness of a support programme for registered nurses in PHC clinics, and to raise awareness of ASDs. Methods. Two PHC clinics in a semirural area in Gauteng Province, SA, were included in the study, in which 10 registered nurses participated. A descriptive, quantitative approach was used, and data were collected by means of self-administered questionnaires. Results. The results confirmed that the support was effective, as participants showed an increase in knowledge and understanding of ASDs. Poor attendance and the limited sample size affected the outcomes. Conclusion. A multidisciplinary approach to the early identification and referral of children with possible ASDs is important to improve the quality of life of these children and prevent further delays. Speech-language therapists should provide support to registered nurses in PHC, and training should be repeated on a continual basis to facilitate long-term retention and to accommodate shift changes within clinics.
South African Journal of Communication Disorders
Background: A significant number of medications that are prescribed by doctors to treat cancers, ... more Background: A significant number of medications that are prescribed by doctors to treat cancers, tuberculosis and infections are ototoxic. Disclosure of ototoxic risks is ethical practice as patients have the right to be properly informed about and involved in decisions about their health care. Often, doctors fail to disclose such information.Aim: This research investigated whether a group of doctors working in a South African academic hospital inform their patients about the ototoxic risks associated with specific medications, and if not, explore the reasons for it. It was determined what the participants’ knowledge levels of ototoxicity were as knowledge is seen as a precursor to disclosing information to their patients. A further aim of the research was to determine whether audiologists should expand their role by sharing information with patients and other professionals in the management of ototoxicity and in the hospital.Method: There were 90 participants included in the study ...
South African Journal of Communication Disorders, Sep 12, 2011
Speech-language therapists (SLTs) have expert knowledge and skills regarding language acquisition... more Speech-language therapists (SLTs) have expert knowledge and skills regarding language acquisition and literacy, which place them in a position to support teachers with the implementation of the Revised National Curriculum Statement (RNCS) (Department of Education, 2002). This article builds on a paper published in the 2010 edition of this journal (Wium, Louw & Eloff, 2010) which focused on the development of a continued professional development (CPD) programme researched using a mixed methods approach. The focus was on the process of supporting teachers to facilitate listening, language and numeracy skills, whereas this article concentrates specifically on the language component of the overall study. This article explores how the teachers facilitated language skills in their classrooms as a result of strategies learnt in a CPD programme, and how they experienced the support provided. Such findings provide guidelines to SLTs who have to provide support to teachers in schools. This article firstly discusses the collaborative roles of SLTs in education contexts and the interrelationship between listening, language and literacy. Such information was used to develop the workshop material to support teachers in the facilitation of language skills as described by the RNCS. The content of the CPD programme is briefly described in Appendix A.
Un ni iv ve er rs si it ty y o of f P Pr re et to or ri ia a I wish to thank the following instit... more Un ni iv ve er rs si it ty y o of f P Pr re et to or ri ia a I wish to thank the following institution and organizations for their financial support of the research: The University of Pretoria, for a study grant The Shuttleworth Foundation, for the development of the support programme The Kellogg Foundation for the Dissertation Award, which included support by the Advanced Education and Development (AED) Trust with Prof. L. Mbigi. God, in his infinite mercy lifted me up and placed me on the shoulders of giants so that I could reach what I could only dream. I wish to express my sincere gratitude to the following people on whose shoulders I could stand in the completion of this thesis: Professors Brenda Louw and Irma Eloff, for their guidance and support, for being my mentors, and for believing in me
The South African journal of communication disorders. Die Suid-Afrikaanse tydskrif vir Kommunikasieafwykings, 1996
The study developed a screening schedule for teachers to describe the communication abilities of ... more The study developed a screening schedule for teachers to describe the communication abilities of children with severe disabilities. Teachers were trained in the use of such an assessment procedure. Both the schedule as well as the training were evaluated. Results indicated that the schedule can be regarded as adequate for future use as teachers found it easy to use and applicable to their situation. Scoring the schedule requires more practise and training as this is a more advanced skill. Specific issues had an effect on the results, e.g., the teachers' familiarity with the type of disability observed, their qualifications and experience.
Health SA Gesondheid, 2004
Information regarding young children who experience barriers to the development of listening, lan... more Information regarding young children who experience barriers to the development of listening, language and learning is limited in the South African context. Opsomming In die Suid-Afrikaanse konteks is daar beperkte inligting oor jong kinders vir wie daar struikelblokke is in die verwerwing van luister-, taal- en leervaardighede. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.
South African Journal of Communication Disorders, 2013
Th e role of speech-language therapists (SLTs) in schools in South Africa needs to be revisited b... more Th e role of speech-language therapists (SLTs) in schools in South Africa needs to be revisited based on the changing educational needs in the country. Th is article builds on a paper by Kathard et al. (2011), which discussed the changing needs of the country with regard to the role of SLTs working in schools. South African policy changes indicated a shift from supporting the child to supporting the teacher, but also place more emphasis on the support of all learners in literacy in an eff ort to address past inequities. Th is paper addresses several of the questions that emerged from Kathard et al. and explores the collaborative roles played by SLTs on four levels in the education context. Collaboration at the learner level (level 1) focuses on prevention and support, whereas collaboration at the teacher level (level 2) is described in terms of training, mentoring, monitoring and consultation. Collaboration can also occur at the district level (level 3), where the focus is mainly on the development and implementation of support programmes for teachers in areas of literacy and numeracy. Collaboration at the level of national and provincial education (level 4) is key to all other roles, as it impacts on policy. Th is last level is the platform to advocate for the employment of SLTs in schools. Such new roles and responsibilities have important implications for the preparation of future SLTs. Suggestions for curricular review and professional development are discussed. It is proposed that SASLHA responds to the changes by developing a position statement on the roles and responsibilities of SLTs in schools.
Learning Disability Practice, 2004
The South African journal of communication disorders. Die Suid-Afrikaanse tydskrif vir Kommunikasieafwykings, Feb 16, 2016
The terms 'patient' and 'client' are used interchangeably in this document. The assumption is tha... more The terms 'patient' and 'client' are used interchangeably in this document. The assumption is that patients are those who are sick and admitted to hospital, and clients are not necessarily sick but may suffer from a condition such as hearing or balance problems. Background: A significant number of medications that are prescribed by doctors to treat cancers, tuberculosis and infections are ototoxic. Disclosure of ototoxic risks is ethical practice as patients have the right to be properly informed about and involved in decisions about their health care. Often, doctors fail to disclose such information. Aim: This research investigated whether a group of doctors working in a South African academic hospital inform their patients about the ototoxic risks associated with specific medications, and if not, explore the reasons for it. It was determined what the participants' knowledge levels of ototoxicity were as knowledge is seen as a precursor to disclosing information to their patients. A further aim of the research was to determine whether audiologists should expand their role by sharing information with patients and other professionals in the management of ototoxicity and in the hospital. Method: There were 90 participants included in the study through convenience sampling, which represented interns, medical officers, registrars and consultants in the neonatal intensive care unit, intensive care unit, ear-nose-throat, and internal and family medicine departments. The research made use of a descriptive survey design that collected mainly quantitative data and a limited amount of qualitative data through questionnaires. The data were descriptively analysed, and the qualitative data were listed and quantified. Results: The research firstly determined the participants' knowledge and understanding of ototoxicity, and it was found that there was room for improvement. With reference to the current practices of doctors in the prescription of ototoxic medicines, it was found that disclosure of ototoxic risks was limited, mostly because of a lack of time and insufficient knowledge. In comparing knowledge and practices between levels of employment, it was found that particular post levels performed better than others. The participants regarded the role of the audiologist as team member important, although very few referred their patients for audiological monitoring when they prescribe ototoxic medication. Conclusion: A need for additional support to doctors was identified, which indicates that audiologists should expand their role to include the provision of continued professional development activities and to renew their efforts to advocate their role in the hospital so that doctors are made aware of the importance to refer their patients for ototoxic screening and monitoring. Ototoxicity management: An investigation into doctors' knowledge and practices, and the roles of audiologists in a tertiary hospital Read online: Scan this QR code with your smart phone or
Innovations in Education and Teaching International, 2015
preferences. The Herrmann Brain Dominance Instrument (HBDI®) was used to collect data from three ... more preferences. The Herrmann Brain Dominance Instrument (HBDI®) was used to collect data from three lecturers while an adapted version of the HBDI® was used to collect data from second year students and colleagues in the three disciplines. The results from students showed a trend towards left brain dominance with a primary preference for the B-quadrant mode of thinking. The students' brain dominance did not necessarily correlate with those of the lecturers or their colleagues. The results created a better understanding of students' thinking preferences, made lecturers more accountable and emphasised the importance of making provision for diversity in teaching and learning. Less preferred ways of thinking need to be challenged with a view to promoting 'whole brain' thinking.
African Journal of Health Professions Education, 2016
Background. During a service-learning module, the focus is on the development of reflective compe... more Background. During a service-learning module, the focus is on the development of reflective competence, which is part of professional competence. The students have to reflect in a structured manner on the service-learning experience to understand and appreciate not only the module and discipline, but also their sense of personal value and social responsibility. By providing structured opportunities for reflection, deeper learning can be facilitated, which enhances competence. Do students benefit from the process of reflection and how should it be measured? Objective. To determine the usefulness of an assessment tool. Methods. A documented review of reflection journals made use of a rubric to score the structured reflection of students at a particular service-learning site. Descriptive statistics were used to analyse the data. Results. The results showed positive changes in terms of analysis, critical thinking, emotive aspects, social responsibility and self-confidence. Conclusion. Specific factors were identified that could have affected the reflections, and recommendations are made to increase the effectiveness of the assessment tool and the process of reflection.
This critical review addresses the implications of the Curriculum and Assessment Plan Statement (... more This critical review addresses the implications of the Curriculum and Assessment Plan Statement (CAPS) for collaboration between teachers and speech-language therapists (SLTs) in schools. A historical perspective on changes in the roles and responsibilities of SLTs is provided, reflecting a shift from supporting the child to supporting the teacher. Based on the role of SLTs and audiologists in schools, an innovative approach to the support of teachers is conceptualized. The curriculum content and methods support learners who experience challenges and barriers to learning in main stream classrooms. The implementation of the curriculum necessitates close collaboration between teachers and SLTs in order to ensure the best possible outcomes for all learners. This collaboration is reviewed by identifying the benefits of, and barriers to, the process, as well as crucial areas of collaboration. Inclusive education is mandated by White Paper 6, and collaborative support of teachers by SLTs ...
South African Journal of Communication Disorders, 2011
Basic education in South Africa faces a crisis as learners fail to achieve the necessary outcomes... more Basic education in South Africa faces a crisis as learners fail to achieve the necessary outcomes in the related areas of language and literacy. The aims of this paper are twofold. Firstly, we aim to describe and discuss the education crisis by outlining the educational landscape, relevant policy imperatives and implementation challenges in post-apartheid education. The systemic factors contributing to the literacy crisis are emphasised. Secondly, we argue that speech language therapists and audiologists (SLTAs) have a role to play in supporting basic education in South Africa through developing language and literacy. It is suggested that the professions of speech-language pathology and audiology must be socially responsive and population-focused in order to make meaningful contributions to development in South Africa. The potential roles of SLTAs are discussed with suggestions for further actions required by the professions to enable a contextually relevant practice in a resource-c...
South African Journal of Childhood Education, 2015
This critical review addresses the implications of the Curriculum and Assessment Plan Statement (... more This critical review addresses the implications of the Curriculum and Assessment Plan Statement (CAPS) for collaboration between teachers and speech-language therapists (SLTs) in schools. A historical perspective on changes in the roles and responsibilities of SLTs is provided, reflecting a shift from supporting the child to supporting the teacher. Based on the role of SLTs and audiologists in schools, an innovative approach to the support of teachers is conceptualized. The curriculum content and methods support learners who experience challenges and barriers to learning in main stream classrooms. The implementation of the curriculum necessitates close collaboration between teachers and SLTs in order to ensure the best possible outcomes for all learners. This collaboration is reviewed by identifying the benefits of, and barriers to, the process, as well as crucial areas of collaboration. Inclusive education is mandated by White Paper 6, and collaborative support of teachers by SLTs ...
The Department of Speech-Language Pathology and Audiology at the University of Limpopo (Medunsa C... more The Department of Speech-Language Pathology and Audiology at the University of Limpopo (Medunsa Campus) redesigned their curriculum at the beginning of 2010. The template that was developed shows the horizontal and vertical integration of outcomes. Although the outcomes of the entire process met the requirements of the Health Professions Council of South Africa (HPCSA) and the level descriptors of the National Qualifications Framework (NQF) (2007), the development process did not go without difficulties. This article describes the process of re-engineering the curriculum and critically reflects on the problems encountered. Results obtained from questionnaires reflected the opinions of the staff members with regard to problems experienced, but also the gains made in terms of personal growth, as well as the benefits for teaching and learning. The experiences gained from re-engineering the curriculum enabled the authors to make recommendations to overcome challenges when attempting the...
South African Journal of Communication Disorders, 2015
Pharmacotherapy-induced ototoxicity is growing, especially in developing countries such as South ... more Pharmacotherapy-induced ototoxicity is growing, especially in developing countries such as South Africa. This highlights the importance of ototoxicity monitoring and management of hearing loss. This article focuses on the establishment of an ototoxicity clinic as a site for the implementation of a service-learning module in the Audiology programme. The clinic offers a unique opportunity of collaboration between pharmacists and an audiologist where pharmacotherapy-induced ototoxicity is uniquely monitored. The Sefako Makgatho Health Sciences University (SMU) provides training to both the disciplines audiology and pharmacy. The main aim of this article is to describe how ototoxicity monitoring is implemented in the curriculum within such an academic service-learning approach. Through service learning students develop a deeper understanding of course content, acquire new knowledge and engage in civic activity. It simultaneously provides a unique opportunity for interdisciplinary collab...
South African Journal of Communication Disorders, 2011
Learners who do not develop adequate listening and language skills during their early years are a... more Learners who do not develop adequate listening and language skills during their early years are at risk of academic failure and early drop-out. Future learning problems may be prevented by supporting these children in the foundation phase to overcome their developmental delays. A continued professional development (CPD) programme was developed to support foundation-phase teachers to facilitate literacy. The theoretical basis for the workshop material was the articulation between an auditory processing model, a language processing model, and literacy. The focus of this article is on the qualitative findings obtained from the literacy component of a more comprehensive CPD programme that covered several topics. The research was conducted as action research cycles across two contexts (a semi-rural and an urban-township context) and included 96 participants. This article explores how the teachers implemented the strategies to facilitate literacy in their classrooms and the benefits obtai...
South African Journal of Communication Disorders, 2010
Language is required for learning, but teachers often find it difficult to facilitate listening a... more Language is required for learning, but teachers often find it difficult to facilitate listening and language skills while they have to adapt to a new national curriculum with an outcomes-based approach for which they have not necessarily been adequately trained. A multi-faceted support programme was developed for foundation phase teachers to facilitate listening and language for literacy, with a particular focus on the language required for numeracy. The aim of the research was to determine the value of this particular support programme for foundation phase teachers in a semi-rural and township context. A mixed methods approach with a concurrent, equal status triangulation design was used, where qualitative data were transformed to quantitative data in order to be compared in a matrix. The results show that the participants benefited to varying degrees from the programme. The combination of workshops, practical and mentoring components proved to be an effective means of support. The...
South African Journal of Communication Disorders
Background: Mixed-methods research (MMR) offers much to healthcare professions on clinical and re... more Background: Mixed-methods research (MMR) offers much to healthcare professions on clinical and research levels. Speech-language therapists and audiologists work in both educational and health settings where they deal with real-world problems. Through the nature of their work, they are confronted with multifaceted questions arising from their efforts to provide evidence-based services to individuals of all ages with communication disorders. MMR methods research is eminently suited to addressing such questions. Objective: The aim of this tutorial is to increase awareness of the value of MMR, especially for readers less familiar with this research approach. Method: A literature review was conducted to provide an overview of the key issues in MMR. The tutorial discusses the various issues to be considered in the critical appraisal of MMR, followed by an explanation of the process of conducting MMR. A critical review describes the strengths and challenges in MMR. Results: MMR is less com...
African Journal of Health Professions Education
Autism spectrum disorders (ASDs) encompass a wide spectrum of symptoms and levels of impairment i... more Autism spectrum disorders (ASDs) encompass a wide spectrum of symptoms and levels of impairment in the social, communicative and behavioural domains. [1] There has been limited research with a focus on interprofessional collaboration regarding ASDs in the local context. The intention of the present research was to develop a support programme that would allow registered nurses in primary healthcare (PHC) to identify the characteristics of children with ASDs and to recognise possible risk factors. This practice would allow nurses to refer such children to appropriate healthcare services, and to provide parents with essential information when there is reason for concern. PHC is the first level of contact between the general population and the health system. [2] Patients are referred to healthcare services at secondary and tertiary hospitals. [3] Nurses in PHC often have to consult with the families of children with disabilities. [4] As registered nurses interact with mothers about the welfare of their children, and become aware of their concerns, they require unique knowledge, competencies and skills. [3] It is therefore important that nurses in PHC are made aware of the characteristics and risk factors associated with ASDs (e.g. social, communicative and behavioural problems, and learning characteristics) in order for them to refer children as soon as possible. [5] Early diagnosis provides an opportunity for early intervention, which improves the prognosis of the child in terms of linguistic, cognitive, social and motor abilities. [6] In rural contexts, ASDs are often only diagnosed many years after the onset of symptoms, or misdiagnosed, possibly as a result of a lack of knowledge. [7] Awareness and knowledge of autism is very limited among healthcare workers in sub-Saharan African countries; [6] early diagnosis and intervention occur more often in developed countries. [8] Because of this situation, the diagnosis and detection of ASDs often occurs too late. Valuable time is lost in which intervention and education could have occurred. In some African countries, the proportion of children with ASDs receiving an education can be as low as 1-3%. [9] Early identification is crucial for the development, education and functioning of the child, and should occur before the age of 3. [10] Registered nurses in PHC clinics spend most of their time treating and diagnosing common childhood diseases (e.g. diarrhoea, nutritional deficits, HIV/AIDS) that are related to the national burdens of disease, and are less focused on behavioural difficulties in young children. [3] In addition, registered nurses receive limited information on the topic of ASDs in their professional training. Lack of knowledge about ASDs presents barriers to early identification of and intervention for such children. [5] Previous research has shown that there is a critical need to train healthcare workers in recognising ASDs, especially in underserved communities. [7,11] Early intervention can significantly improve the quality of life of children with ASDs [3] and prevent further delays. [10] Registered nurses should be supported in order to become familiar with the characteristics and risk factors associated with ASDs, and to understand the impact of ASDs on children and their families. Signs of ASDs often appear at the age of 12-18 months. [12] Children are usually seen at clinics at regular intervals (6, 12, 18, 24 and 30 months) for immunisation, and on such occasions parents may want to discuss their concerns with the nurse. It is important that registered Background. Registered nurses in South Africa often work in community clinics in primary healthcare (PHC), where they are first in line to be consulted by families with children with disabilities. There has been limited research with a focus on interprofessional collaboration regarding autism spectrum disorders (ASDs) in the local context. A support programme was developed to inform registered nurses in PHC of the symptoms and characteristics of ASDs in order to increase the number of referrals to specialists for early diagnosis. Objectives. To determine the effectiveness of a support programme for registered nurses in PHC clinics, and to raise awareness of ASDs. Methods. Two PHC clinics in a semirural area in Gauteng Province, SA, were included in the study, in which 10 registered nurses participated. A descriptive, quantitative approach was used, and data were collected by means of self-administered questionnaires. Results. The results confirmed that the support was effective, as participants showed an increase in knowledge and understanding of ASDs. Poor attendance and the limited sample size affected the outcomes. Conclusion. A multidisciplinary approach to the early identification and referral of children with possible ASDs is important to improve the quality of life of these children and prevent further delays. Speech-language therapists should provide support to registered nurses in PHC, and training should be repeated on a continual basis to facilitate long-term retention and to accommodate shift changes within clinics.
South African Journal of Communication Disorders
Background: A significant number of medications that are prescribed by doctors to treat cancers, ... more Background: A significant number of medications that are prescribed by doctors to treat cancers, tuberculosis and infections are ototoxic. Disclosure of ototoxic risks is ethical practice as patients have the right to be properly informed about and involved in decisions about their health care. Often, doctors fail to disclose such information.Aim: This research investigated whether a group of doctors working in a South African academic hospital inform their patients about the ototoxic risks associated with specific medications, and if not, explore the reasons for it. It was determined what the participants’ knowledge levels of ototoxicity were as knowledge is seen as a precursor to disclosing information to their patients. A further aim of the research was to determine whether audiologists should expand their role by sharing information with patients and other professionals in the management of ototoxicity and in the hospital.Method: There were 90 participants included in the study ...
South African Journal of Communication Disorders, Sep 12, 2011
Speech-language therapists (SLTs) have expert knowledge and skills regarding language acquisition... more Speech-language therapists (SLTs) have expert knowledge and skills regarding language acquisition and literacy, which place them in a position to support teachers with the implementation of the Revised National Curriculum Statement (RNCS) (Department of Education, 2002). This article builds on a paper published in the 2010 edition of this journal (Wium, Louw & Eloff, 2010) which focused on the development of a continued professional development (CPD) programme researched using a mixed methods approach. The focus was on the process of supporting teachers to facilitate listening, language and numeracy skills, whereas this article concentrates specifically on the language component of the overall study. This article explores how the teachers facilitated language skills in their classrooms as a result of strategies learnt in a CPD programme, and how they experienced the support provided. Such findings provide guidelines to SLTs who have to provide support to teachers in schools. This article firstly discusses the collaborative roles of SLTs in education contexts and the interrelationship between listening, language and literacy. Such information was used to develop the workshop material to support teachers in the facilitation of language skills as described by the RNCS. The content of the CPD programme is briefly described in Appendix A.
Un ni iv ve er rs si it ty y o of f P Pr re et to or ri ia a I wish to thank the following instit... more Un ni iv ve er rs si it ty y o of f P Pr re et to or ri ia a I wish to thank the following institution and organizations for their financial support of the research: The University of Pretoria, for a study grant The Shuttleworth Foundation, for the development of the support programme The Kellogg Foundation for the Dissertation Award, which included support by the Advanced Education and Development (AED) Trust with Prof. L. Mbigi. God, in his infinite mercy lifted me up and placed me on the shoulders of giants so that I could reach what I could only dream. I wish to express my sincere gratitude to the following people on whose shoulders I could stand in the completion of this thesis: Professors Brenda Louw and Irma Eloff, for their guidance and support, for being my mentors, and for believing in me
The South African journal of communication disorders. Die Suid-Afrikaanse tydskrif vir Kommunikasieafwykings, 1996
The study developed a screening schedule for teachers to describe the communication abilities of ... more The study developed a screening schedule for teachers to describe the communication abilities of children with severe disabilities. Teachers were trained in the use of such an assessment procedure. Both the schedule as well as the training were evaluated. Results indicated that the schedule can be regarded as adequate for future use as teachers found it easy to use and applicable to their situation. Scoring the schedule requires more practise and training as this is a more advanced skill. Specific issues had an effect on the results, e.g., the teachers' familiarity with the type of disability observed, their qualifications and experience.
Health SA Gesondheid, 2004
Information regarding young children who experience barriers to the development of listening, lan... more Information regarding young children who experience barriers to the development of listening, language and learning is limited in the South African context. Opsomming In die Suid-Afrikaanse konteks is daar beperkte inligting oor jong kinders vir wie daar struikelblokke is in die verwerwing van luister-, taal- en leervaardighede. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.
South African Journal of Communication Disorders, 2013
Th e role of speech-language therapists (SLTs) in schools in South Africa needs to be revisited b... more Th e role of speech-language therapists (SLTs) in schools in South Africa needs to be revisited based on the changing educational needs in the country. Th is article builds on a paper by Kathard et al. (2011), which discussed the changing needs of the country with regard to the role of SLTs working in schools. South African policy changes indicated a shift from supporting the child to supporting the teacher, but also place more emphasis on the support of all learners in literacy in an eff ort to address past inequities. Th is paper addresses several of the questions that emerged from Kathard et al. and explores the collaborative roles played by SLTs on four levels in the education context. Collaboration at the learner level (level 1) focuses on prevention and support, whereas collaboration at the teacher level (level 2) is described in terms of training, mentoring, monitoring and consultation. Collaboration can also occur at the district level (level 3), where the focus is mainly on the development and implementation of support programmes for teachers in areas of literacy and numeracy. Collaboration at the level of national and provincial education (level 4) is key to all other roles, as it impacts on policy. Th is last level is the platform to advocate for the employment of SLTs in schools. Such new roles and responsibilities have important implications for the preparation of future SLTs. Suggestions for curricular review and professional development are discussed. It is proposed that SASLHA responds to the changes by developing a position statement on the roles and responsibilities of SLTs in schools.
Learning Disability Practice, 2004