Speech-language therapy for adolescents with written-language difficulties: The South African context | Zendy

Danel Erasmus | Zendy; Leani Schutte | Zendy; Melissa Van der Merwe | Zendy; Salomé Geertsema | Zendy

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Speech-language therapy for adolescents with written-language difficulties: The South African context

Author(s) -

Danel Erasmus,

Leani Schutte,

Melissa Van der Merwe,

Salomé Geertsema

Publication year - 2013

Publication title -

south african journal of communication disorders

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.296

H-Index - 11

eISSN - 2225-4765

pISSN - 0379-8046

DOI - 10.4102/sajcd.v60i1.11

Subject(s) - intervention (counseling) , context (archaeology) , psychological intervention , reading (process) , psychology , medical education , population , medicine , linguistics , paleontology , philosophy , environmental health , psychiatry , biology

Objective: To investigate whether privately practising speech-language therapists in South Africa are fulfilling their role of identification, assessment and intervention for adolescents with written-language and reading difficulties. Further needs concerning training with regard to this population group were also determined.

Method: A survey study was conducted, using a self-administered questionnaire. Twenty-two currently practising speech-language therapists who are registered members of the South African Speech-Language-Hearing Association (SASLHA) participated in the study.

Results: The respondents indicated that they are aware of their role regarding adolescents with written-language difficulties. However, they feel that South-African speech-language therapists are not fulfilling this role. Existing assessment tools and interventions for written-language difficulties are described as inadequate, and culturally and age inappropriate. Yet, the majority of the respondents feel that they are adequately equipped to work with adolescents with written-language difficulties, based on their own experience, self-study and secondary training. The respondents feel that training regarding effective collaboration with teachers is necessary to establish specific roles, and to promote speech-language therapy for adolescents among teachers.

Conclusion: Further research is needed in developing appropriate assessment and intervention tools as well as improvement of training at an undergraduate level.

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