Complexities and challenges with implementation of communication therapeutic approaches to early intervention in audiology in the African context

Casoojee, Aisha; Khoza-Shangase, Katijah

doi:10.4102/aosis.2022.bk311.03

Cited by 1 publication

(2 citation statements)

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“…Based on contextual factors, the South African adjusted 1-4-8 principle aims to provide children with hearing impairment the opportunity to develop an effective communication system and literacy development on par with children with normal hearing (Health Professions Council of South Africa [HPCSA] 2018; Smith et al 2017). Despite this, evidence remains limited regarding implementing intervention approaches and related outcomes in sub-Saharan Africa (Casoojee & Khoza-Shangase 2022;Kanji 2016;Khoza-Shangase 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Two intervention approaches are implemented for children with hearing impairment and their families by suitably trained Early Interventionists (i.e., Speech-Language Therapists and/or Audiologists and Teachers of the Deaf) within the public and private healthcare sector in the South African context (Casoojee & Khoza-Shangase 2022). The first approach is the Traditional Speech-Language Therapy (TSLT) approach, ranging from auditory to manual or a combination of these approaches.…”

Section: Introductionmentioning

confidence: 99%

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A comparative study of learning outcomes for hearing-impaired foundation phase learners

Casoojee,

Khoza-Shangase,

Kanji

2024

South African Journal of Childhood Education

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Background: Two intervention approaches are implemented in South Africa to alleviate the deleterious consequences of congenital or early onset hearing impairment on language acquisition and subsequent poor learning outcomes.Aim: This study investigated the learning outcomes of foundation phase learners with severe to profound hearing impairment who received Listening and Spoken Language – South Africa (LSL-SA) (adapted Auditory Verbal Therapy) therapy compared to those who received Traditional Speech-Language Therapy (TSLT).Setting: The study was conducted at four early intervention (EI) schools for children with hearing impairment across three provinces in South Africa.Methods: Data were collected through record reviews of their Speech-Language Therapy Outcomes and South African National Department of Basic Education academic report cards. Data were analysed using quantitative statistics.Results: Findings demonstrated that children with hearing impairment enrolled in LSL-SA outperformed those enrolled in TSLT in achieving age-equivalent language outcomes. A higher percentage of learners enrolled in LSL-SA achieved meritorious to outstanding learning outcomes. While a comparable number of learners progressed to mainstream schooling, children with hearing impairment enrolled in LSL-SA are enrolled for a shorter duration until discharge than those enrolled in TSLT. This is an important finding, particularly in low-middle income countries (LMICs).Conclusion: Listening and Spoken Language – South Africa graduates achieved superior learning outcomes dependent on language attainment, providing contextually relevant evidence supporting the effectiveness of the LSL-SA EI approach.Contribution: These context-specific outcomes stress the obligation to upscale and fast-track EI services. Implications for investment in LSL-SA are proposed through collaboration between families, educators, and early interventionists.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%