Exiles in a Global City explores how early modern Irish migrants in Rome represented their cultural identities in relation to world-wide Spanish and Roman institutions and focuses on some sources not ...previously considered by Irish historians.
With the increasing recognition that the voices of children need to be included in matters that affect their lives, this scoping review aimed to investigate the methods that have been used in ...qualitative studies to support the participation of children with neurodevelopmental disorders in research. Studies were identified through a systematic scoping review of literature published between January 2009 and June 2019 in a number of databases; SCOPUS, Embase, PsycINFO, Applied social science index and abstract (ASSIA) and ERIC. Forty-one studies were assessed using the eligibility criteria. Nineteen studies were included following evaluation and results synthesised using the PRISMA guidelines. This review shares how the 19 studies consider space, voice and audience as concepts of participation. Some studies clearly augmented verbal conversations with other methods to elicit the child’s voice. The expertise of the researcher appears fundamental to their capacity for innovation, their style and flexibility of interviewing and their capacity and willingness towards adaptation of the research tools as the research process unfolds. Finding ways to circumvent children’s difficulties with communication and expression must be innovative.
Background: Previous studies highlight a lack of awareness of aphasia among the general public. To date, no research has investigated awareness of aphasia among those working in the hospitality ...service industry. A lack of awareness of aphasia can exacerbate reduced participation in society for people with aphasia (PWA); as lack of awareness has been identified as a core barrier to participation by PWA themselves. Reduced social participation is a central theme which impacts on negative quality of life for PWA. Education on the nature and impact of aphasia has been identified as a precursor to facilitating participation for PWA. However, before education of aphasia can be provided, we must first ascertain the current level of awareness and knowledge of aphasia among this population working in the hospitality service industry.
Aims: To investigate the awareness and level of knowledge of aphasia among hospitality industry students in Ireland and identify strategies to improve awareness.
Methods & Procedures: The participants, recruited from four third-level institutions in Ireland, completed a validated survey which was adapted for use with the target population. Descriptive and inferential statistics were used to analyse responses. Open-ended questions were first analysed using content analysis, followed by descriptive statistical analysis.
Outcomes & Results: One hundred and fifty-five hospitality industry students participated in this study. 9.68% of participants were aware of aphasia, whereas 3.23% of participants were found to have adequate knowledge of aphasia. Suggested strategies to improve awareness of aphasia were campaigning, education in college and advertising using print, broadcast, and social media.
Conclusions: This study highlights a distinct lack of awareness and knowledge of aphasia among hospitality students. This can have a negative impact on PWA who have reported this as a barrier to their social participation. By raising awareness of aphasia among hospitality students, they will be better equipped to facilitate communication with PWA. This would break down the existing barrier to participation for PWA. All methods identified by participants can be used to raise awareness and, in particular, it is recommended that undergraduate education of aphasia be incorporated into the college curriculum at a policy level. As this is the first study of its kind on this population, further research in this area is warranted, particularly in the area of how best to raise awareness and knowledge of aphasia among this specific population.
Underpinning many public health principles, is the social model of disability whereby the challenges faced by some people with disabilities are created by the environment and/or socio-economic ...circumstances. A social model of disability frames disability as socially constructed, whereas the medical model of disability assumes that the challenges faced by a person with disabilities are due to their individual impairments. Framing disability as socially constructed creates the need for interventions to be provided at an environmental, rather than an individual, level (Law et al., 2013). Article 9 of the Convention on the Rights of Persons with Disabilities (United Nations UN, 2006) focuses on the issue of accessibility. It highlights the right of those with disabilities to have access to public services, information and other facilities on an equal level with all individuals in society (UN, 2014). However, due to persisting social barriers this basic human right can often be overlooked. According to the World Health Organization's World Report on Disability, an understanding of those with disabilities and their circumstances aids in improving services and removing barriers to participation (Roulstone & Harding, 2013). Law et al. (2013) highlight the importance of this universal design approach, stating that accessibility for those with disabilities is the concern of the establishment providing the service rather than the concern of the person with the disability. Interventions that support collaborative practice between the person with the disability and the environment help to work towards a more inclusive society (Carroll et al., 2018). Current literature shows that in today's busy world, service policies and the availability of trained staff can have a significant impact on the health and participation of those with disabilities (Abbott & McConkey, 2006).
Speech-language pathology graduates are not only expected to be proficient in their area of expertise but to have developed skills that contribute to society as a whole. The purpose of this paper is ...to illuminate the relationship between the Sustainable Development Goals (SDGs), in particular, good health and well-being (SDG 3), quality education (SDG 4), reduced inequalities (SDG 10), sustainable cities and communities (SDG 11), and partnerships for the goals (SDG 17) through the involvement of experts-by-experience in the classroom on a pre-registration speech-language pathology course.
An innovative approach to student-centred learning involved Tom, a person with autism, his family, and his speech-language pathologist (SLP). This commentary is co-written with Tom's mother and advocate, his SLP, and a university educator. Tom's mother's writing was not changed in anyway as agreed in the writing contract.
Co-teaching with experts-by-experience (a parent, and a person with a communication disability) has the potential to strengthen the bonds between communities and universities. Involvement by experts-by-experience promotes equality in teaching and sees the person and the ability behind the disability. SLPs and university educators must collaborate to make this a reality. This commentary paper focusses on SDG 17 to illuminate the relationship between SDG 3, SDG 4, SDG 10, and SDG 11.
Tailoring the delivery of disability services to the preferences and requirements of service users allows for more effective partnerships. The aim of this research was to explore parents' perceptions ...and the expectations of their child's speech-language pathology (SLP) within an intellectual disability service. Parents of school-aged children with intellectual disability who received a SLP service in Ireland participated in the research: 17 parents participated in focus groups and 103 parents answered questionnaires. The core themes from the focus groups, which subsequently informed the questionnaire design, were: experience of the SLP service, communication difficulties, expectations of the SLP service, and future developments. The key questionnaire results indicated that parents viewed their SLP as the "expert" and viewed school-based and clinic-based services differently. Parents were more likely to believe that their child would always need therapy if they received a school-based service. Whereas, parents were more likely to think that their child's speech was improving as they got older and were more likely to be aware of therapy activities if therapy was clinic-based. The findings have implications for the delivery of SLP services suggesting that clarification of parents' roles and expectations are required.
While participatory research approaches are being developed and applied within speech and language therapy practice it is not clear that all children are afforded the opportunity to participate in ...such activities. This study aimed to explore the involvement of young children, aged between two and four years, with developmental disabilities in the research process, focusing on early intervention disability services. Eight young children took part in this qualitative research. Clark and Moss’s (2011) framework for listening was used to structure the multi-method data collection process. The design was iterative; the collection of data from each participant was followed by a review of theoretical ideas to support the emerging data. Findings suggest that the use of an asset based approach to participation in research, focusing on participants strengths through a variety of data collection tools, used by a skilled facilitator, supported by parental expertise enabled the children to be part of the data collection process. The research highlights that speech and language therapists can facilitate the inclusion of children with disabilities in research activities about their early intervention service they receive. As members of early intervention teams speech and language therapists need to promote their skills in facilitating the active engagement of children with developmental disabilities in research. Thus making their participation in early intervention research, a reality with potential to promote holistic practice.
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