Use of an intelligent tutoring system for a curriculum on augmentative and alternative communication: Feasibility for implementation.

Background: Over 8 million children with disabilities live in Africa and are candidates for augmentative and alternative communication (AAC), yet formal training for team members, such as speech-language therapists and special education teachers, is extremely limited. Only one university on the continent provides postgraduate degrees in AAC, and other institutions provide only short modules at an undergraduate level. The need for an introductory training course on AAC that is accessible by university students continent-wide was identified.

Exploring clinical reasoning in child language assessment through decoloniality.

Purpose: Clinical reasoning has been taught, practised, and researched under Western epistemologies, which have been fallible in addressing the complexity of clinical reasoning within Indigenous cultures and societies. We explored how speech-language pathologists in Sri Lanka negotiate and value Indigenous and Western perspectives in clinical reasoning within a decolonial framework.

Method: This study used participatory research methodology within the decolonised qualitative research paradigm to produce data collaboratively with eight Sri Lankan speech-language pathologists.

Speech-language therapy educator reflections on the planning and implementation of education and training during the COVID-19 pandemic.

Background:  Universities across the world experienced lockdown and closure of all learning institutions around March 2020 because of the advent of the coronavirus disease 2019 (COVID-19). This lockdown and closure presented challenges to the traditional pedagogical approaches in the health sciences, which typically include both campus-based and clinical site-focused activities involving face-to-face interactions and work integrated learning. The onset of the COVID-19 pandemic resulted in a shift to emergency remote teaching (ERT) and learning.

The impact of modification techniques on the rheological properties of dysphagia foods and liquids.

Modifying food and the textures of food has been done for decades within the food science and technology field. More recently, modifying the texture of foods has been used to manage swallowing disabilities (dysphagia). Swallowing disabilities are often associated with dehydration and malnutrition, thus nutritional intervention has formed part of serving texture-modified diets.

Identity construction following traumatic brain injury: a case study.

This construction of self-identity pre- and post-Traumatic Brain Injury (TBI) in a single case study is described. A life history research methodology was employed to explore the experience of a survivor of TBI, using a single case study design. The participant was a 31-year-old White South African male who sustained TBI while on duty in the army.