scholarly journals The Impact of COVID-19 on Transformation in a Speech-Language Pathology University Program in South Africa

2021 ◽  
pp. 1-6
Author(s):  
Jaishika Seedat ◽  
Skye Nandi Adams ◽  
Kim Coutts ◽  
Kelly-Ann Kater ◽  
Jenna Sher ◽  
...  
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Health Sector ◽  
Ground Level ◽  
Student Diversity ◽  
Speech Language Pathology ◽  
Language Pathology ◽  
Typical Day ◽  
Small Department ◽  
The Impact

Purpose The far-reaching and extensive ramifications of COVID-19 from the impact on people, sectors, livelihoods, lifestyles, and typical day-to-day routines may only be fully realized over the next decade. Over and above the health sector, education was also hard hit. The harmful effects of the sudden cessation of synchronous learning for learners at every phase of education in South Africa remain perplexing and not yet fully understood. For students in their senior years of qualification in degrees at university, the ramifications of COVID-19 over 2020 have been especially significant given their certain entry into the work arena in 2021. Method This article highlights how the understanding of the full impact of COVID-19 in the university space cannot be separated from the struggles that have and continue to permeate higher education in South African universities since the fall of apartheid. Results The need for tangible data showing evidence of transformation within lecture spaces, teaching content, staff and student diversity, as well as access and belonging by students within the academic space, has been less than ideal. Thus, despite the writings in policy, evidence of real change at the ground level has been sparse. Although it is easy to nonchalantly overlook a small department, such as that of speech-language pathology, within the larger higher education sector in Johannesburg, South Africa, we showcase what we believe were gains in transformation in our department, until the somewhat rude appearance of COVID-19. Conclusion Despite a notable difference in the digital divide between students with and without access (financial, technological, and time), the promulgation for asynchronous online learning to ensure adherence to academic and clinical competency bode well for some, but not all, students.

Business: Making Cents of Coding Systems: Billing for Professional Services

2010 ◽  
Vol 20 (1) ◽  
pp. 3-8
Author(s):  
Dee Adams Nikjeh
Keyword(s):  
Professional Services ◽  
Speech Language Pathology ◽  
Coding Systems ◽  
Language Pathology ◽  
Program Funding ◽  
Fee Schedule ◽  
Procedure Codes ◽  
Relationship Of ◽  
The Impact ◽  
The Relationship

Abstract Administrators and supervisors face daily challenges over issues such as program funding, service fees, correct coding procedures, and the ever-changing healthcare regulations. Receiving equitable reimbursement for speech-language pathology and audiology services necessitates an understanding of federal coding and reimbursement systems. This tutorial provides information pertaining to two major healthcare coding systems and explains the relationship of these systems to clinical documentation, the Medicare Physician Fee Schedule and equitable reimbursement. An explanation of coding edits and coding modifiers is provided for use in those occasional atypical situations when the standard use of procedural coding may not be appropriate. Also included in this tutorial is a brief discussion of the impact that the Medicare Improvements for Patients and Providers Act of 2008 (HR 6331 Medicare Improvements for Patients and Providers Act [MIPPA], 2008) has had on the valuation of speech-language pathology procedure codes.

What Does a Doctoral Degree in Rehabilitation Counseling Bring to Speech-Language Pathology Programs?

2012 ◽  
Vol 15 (2) ◽  
pp. 63-69
Author(s):  
Joseph P. Agan
Keyword(s):  
Rehabilitation Counseling ◽  
Doctoral Degree ◽  
Interdisciplinary Studies ◽  
Master's Level ◽  
Speech Language Pathology ◽  
Research And Teaching ◽  
Personal Experiences ◽  
Language Pathology ◽  
Interdisciplinary Study ◽  
The Impact

In this paper, I will describe the potential contributions of interdisciplinary studies combining speech-language pathology and rehabilitation counseling in the preparation of future speech-language pathologists (SLPs). I will provide a brief introduction to the field of rehabilitation counseling and consider it from an SLP’s perspective. Next, I will describe some of my own personal experiences as they pertain to the intersecting cultures of work and disability and how these experiences influenced my practice as a master’s level SLP eventually leading to my decision to pursue a doctoral degree in rehabilitation counseling. I will describe the impact of this line of interdisciplinary study on my research and teaching. Finally, I will present some arguments about why concepts relevant to rehabilitation counseling are important to the mindset of SLPs.

scholarly journals An Alderfer perspective of the higher education restructuring in South Africa

2005 ◽  
Vol 31 (2) ◽  
Author(s):  
C. A. Arnolds
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Job Performance ◽  
Peer Relations ◽  
Employee Motivation ◽  
Regression Analyses ◽  
Organisational Commitment ◽  
Low Levels ◽  
And Performance ◽  
The Impact

The consequences of the restructuring of higher education in South Africa have not yet been thoroughly investigated. This study investigates the impact of the abovementioned restructuring on employee motivation (as measured by Alderfer’s ERG theory), organisational commitment and job performance. The results show that the respondents exhibit low levels of organisational commitment and low satisfaction with monetary remuneration and fringe benefits. The results, however, show high levels of satisfaction with growth factors, peer relations and performance intentions. These results are interpreted in the light of the multiple regression analyses conducted of the interrelationships among the variables. Opsomming Die nagevolge van die herkonstruksie van hër-onderwys in Suid-Afrika is nog nie deeglik ondersoek nie. Hierdie studie ondersoek die invloed wat bogenoemde rekonstruksie op die motivering (soos gemeet deur Alderfer se teorie), organisatories toegewydheid en werksprestasie van werknemers het. Die resultate toon dat die respondente lae vlakke van organisatoriese toegewydheid en lae tevredenheid ten opsigte van monetêre beloning en byvoordele tentoonstel. Die resultate toon egter hoë vlakke van tevredenheid in soverre groeifaktore, kollegiale verhoudinge en werkprestasievoornemens betref. Hierdie resultate word vertolk teen die agtergrond van veelvoudige regressie-analises wat op die inderlinge verwantskappe tussen die veranderlikes uitgevoer is.

scholarly journals A Viewpoint on Accent Services: Framing and Terminology Matter

2021 ◽  
pp. 1-10
Author(s):  
Vikas Grover ◽  
Aravind Namasivayam ◽  
Nidhi Mahendra
Keyword(s):  
Scoping Review ◽  
Linguistic Diversity ◽  
Speech Language Pathology ◽  
Review Of The Literature ◽  
Speech Language Pathologists ◽  
Critical Attention ◽  
Language Pathology ◽  
Accent Modification ◽  
The Impact ◽  
The Way

Purpose: The purpose of this article is to offer a contemporary viewpoint on accent services and contend that an equity-minded reframing of accent services in speech-language pathology is long overdue. Such reframing should address directly the use of nonpejorative terminology and the need for nurturing global linguistic diversity and practitioner diversity in speech-language pathology. The authors offer their perspective on affirmative and least-biased accent services, an in-depth scoping review of the literature on accent modification, and discuss using terms that communicate unconditional respect for speaker identity and an understanding of the impact of accent services on accented speakers. Conclusions: Given ongoing discussions about the urgent need to diversify the profession of speech-language pathology, critical attention is needed toward existing biases toward accented speakers and how such biases manifest in the way that accent services are provided as well as in how clinicians conceptualize their role in working with accented speakers. The authors conclude with discussing alternate terms and offer recommendations for accent services provided by speech-language pathologists.

scholarly journals How can speech-language therapists and audiologists enhance language and literacy outcomes in South Africa? (And why we urgently need to)

2011 ◽  
Vol 58 (2) ◽  
Author(s):  
Harsha Kathard ◽  
Lebogang Ramma ◽  
Michelle Pascoe ◽  
Heila Jordaan ◽  
Sharon Moonsamy ◽  
...  
Keyword(s):  
South Africa ◽  
Basic Education ◽  
Language And Literacy ◽  
Speech Language Pathology ◽  
Implementation Challenges ◽  
Literacy Outcomes ◽  
Literacy Crisis ◽  
Systemic Factors ◽  
Language Pathology ◽  
Socially Responsive

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-constrained environment.

scholarly journals ASSESSING THE IMPACT OF SERVICE RECOVERY STRATEGIES ON PROCEDURAL JUSTICE IN HIGHER EDUCATION INSTITUTIONS

2020 ◽  
Vol 8 (3) ◽  
pp. 230-239
Author(s):  
Steven Kayambazinthu Msosa ◽  
◽  
Gona Govender ◽  
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Procedural Justice ◽  
Public Universities ◽  
Higher Education Institutions ◽  
Service Recovery ◽  
Education Sector ◽  
Recovery Strategies ◽  
The Impact ◽  
Purposive Sample

Students in higher education institutions encounter different problems which are normally reported through the appropriate complaints channels. Sometimes institutions and their employees do not address the reported problems on time due to systematic issues such as internal processes or procedures which are cumbersome. This paper assessed the impact of service recovery strategies (speed and empowerment) on procedural justice in higher education institutions. The study was conducted across three public universities in South Africa using a purposive sample of 430 students. The findings showed that speed and empowerment have a positive and significant impact on procedural justice. The findings underpin the importance of fairness in the procedures being used to address student problems. Besides, the study could help faculty and institutional managers to pinpoint areas that are hindering the smooth running of the operations and interface between students and employees of the universities. This study contributes to the literature on procedural justice in the higher education sector and provides an analysis of students' experiences from the developing world where infrastructural and financial challenges contribute to the final recipe.

scholarly journals Speech-Language Pathology Provision During the COVID-19 Pandemic for Children Born With Cleft Palate in the United Kingdom—Parent/Caregiver Perspectives and Experiences

2021 ◽  
pp. 1-11
Author(s):  
Lucy Southby ◽  
Sam Harding ◽  
Amy Davies ◽  
Matthew Fell ◽  
Yvonne Wren
Keyword(s):  
Socioeconomic Status ◽  
Cleft Palate ◽  
Qualitative Content Analysis ◽  
Free Text ◽  
Speech Language Pathology ◽  
Older Children ◽  
Online Questionnaire ◽  
Geographical Regions ◽  
Language Pathology ◽  
The Impact

Purpose: The purpose of this study was to examine parent/caregiver perspectives and experiences of speech-language pathology provision during the COVID-19 pandemic for children born with cleft palate. Method: An online questionnaire to parents of children born with cleft palate asked about delays and changes to speech-language pathology provision during the first U.K. national lockdown. Parents were also asked their views on the effectiveness of online speech-language pathology provision. Analysis considered variation in speech-language pathology provision by region. Chi-square and Mann–Whitney U tests examined associations between speech-language pathology provision and socioeconomic status and child age. Free text responses were analyzed using qualitative content analysis. Results: Three hundred fifty-six (39.3%) children were receiving speech-language pathology intervention before the first national lockdown. A further 49 (9.0%) were due to start speech-language pathology intervention during the lockdown. Speech-language pathology provision varied both nationally and within smaller geographical regions. Overall, 146 (42.6%) children continued to receive speech-language pathology and 197 (57.4%) had intervention delayed. There was no association between delayed speech-language pathology and socioeconomic status. Older children were more likely to experience delayed speech-language pathology provision ( p  = .004). Qualitative analysis revealed concerns about access to speech-language pathology, challenges with adequate devices to access online provision, technological problems, and child engagement in online provision. Parents reported online provision as being “better than nothing.” Conclusions: Parents/caregivers reported delays to speech-language pathology provision during the first lockdown, but this varied geographically and was more prevalent for older children. Concerns about access to speech-language pathology provision were raised, including challenges regarding online provision. Follow-on work will consider the impact of the delays experienced on longer term outcomes.

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