The education system in South Africa is struggling to help learners to develop their full potential, particularly those from poor and rural communities. Research has shown that a lack of communication skills has become a major challenge and a barrier to learning for many learners. The current situation in this country requires us to consider not only children who have specific communication impairments, but also those battling to develop communication skills when their situation places them at a severe disadvantage. Speech-language therapy in a school context is a much-needed academic text for training students in speech-language therapy and audiology to work effectively in an educational environment.
Speech-language therapy in a school context promotes collaborative practices among professionals, including occupational therapists, physiotherapists, learning support therapists and teachers, while reinforcing the ethical principles and practices required by the Health Professions Council of South Africa. It provides theory and practical guidelines in line with the Revised National Curriculum Statement and is supported by interactive learning activities.
Chapters include the following:
- Speech-language therapy in a multicultural context
- Inclusive education in South Africa
- Communication as a critical resource for everyday living, learning and earning
- Institutional language policies: the South African Schools Act
- Multilingualism and primary language impairment
- Ensuring culture-fair assessment and intervention
- Integrated classroom-based speech-language services
- Augmentative and alternative communication (AAC) systems
- Educational psychology in South Africa.
Speech-language therapy in a school context is aimed at students in speech-language therapy and audiology and is also a valuable foundational text for practicing therapists.
PART I: CONTEXT
Chapter 1: Communication professions in transition: becoming responsive to context
Chapter 2: South Africa: the educational context
Chapter 3: Communicating in educational contexts
Chapter 4: Multilingualism and speech-language therapy in education: theory and research
Chapter 5: Multiculturalism in the classroom
Chapter 6: Ethical issues and the school context
Chapter 7: Classroom-based speech-language services: collaborative practice between speech-language therapists and teachers
PART II: SPEECH-LANGUAGE THERAPY PRACTICE
Chapter 8: Supporting teachers in emergent literacy
Chapter 9: Language, literacy and learning in the classroom
Chapter 10: The role of the speech-language therapist in implementing AAC in schools
Chapter 11: Audiology in an educational setting
Chapter 12: Partnerships with volunteers: implementing language and literacy intervention programmes in underresourced communities
PART III: COLLABORATION WITH COGNATE PROFESSIONS
Chapter 13: Occupational therapy in the school context: an occupational perspective
Chapter 14: The learner support educator's perspective: a collaborative framework - principles and practices in a school context
Chapter 15: Educational psychology perspectives in inclusive educational settings
Chapter 16: The social worker as a collaborative partner in the education context
Chapter 17: Speech-language therapists as active agents of change
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