| Date post: | 16-Apr-2017 |
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SCHOOL OF COMMUNITY HEALTH
Going the Distance: Providing speech pathology services
to schools in rural NSW
Libby Clark1, Marijke Denton2, Helen Evans2, Jane McCormack1, Kendall Clark3
1Charles Sturt University 2Albury Community Health Centre 3Department of Families, Housing, Community Services and Indigenous Affairs
Speech Pathology Australia National Conference, June 2012, Hobart
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SCHOOL OF COMMUNITY HEALTH
BackgroundSpeech/language impairments are high prevalence conditions
(Law, Boyle, Harris, Harkness & Nye, 2000; McLeod & Harrison, 2009)
Personal and societal costs associated with speech/language impairments are significant (McCormack, McLeod, McAllister & Harrison, 2009; Ruben, 2000)
Speech/language impairments respond well to early intervention from speech pathologists (Almost & Rosenbaum, 1998, Hesketh, Dima & Nelson, 2007)
Parents rely on teachers for information about communication development/difficulties and confirmation of concerns (McAllister et al., 2010)
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There are barriers to accessing services when children with communication impairment have been identified
• Child and family related barriers (e.g., child readiness for intervention, family capacity to engage in therapy, cost)
• Service barriers (e.g., lack of positions, turn-over of staff, waiting times, travel distance, type of services provided)
• Policy barriers (e.g., recognition of communication impairment, prioritisation, criteria for access and amount of services received)
Service Delivery / Policies
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SCHOOL OF COMMUNITY HEALTH
Communication impairment and the ICF-CY
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SCHOOL OF COMMUNITY HEALTH
Community of Learners
NGO
Serv
ices
Educational
Institutions
Uni Students &
Supervisors
Gove
rnm
ent
Serv
ices
Philanthropies
SpICE Model Specialist IntegratedCommunity Engagement
Parents / Carers
& Community
INVESTIGATE
COORDINATE
INSTIGATE &IMPLEMENT
PARTICIPATE
Community of Learners refers to the concept of all
stakeholders involved (including service
recipients) being learners as well as imparters of knowledge and service
expertise.
Information and experience is exchanged
and a knowledge economy created as well as social
and cultural capital.
EVALUATE
ENGAGE
Social Capital
Capacity
Build
ing
Capacity
Building
Socia
l Cap
ital
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SCHOOL OF COMMUNITY HEALTH
AimThis paper describes community development
projects that have been trialled by speech pathologists at ACHC in conjunction with CSU and FAHCSIA:• School’s Project • ‘SpeechSpace’ / ‘Connected Classrooms’• SPiCE model
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SCHOOL OF COMMUNITY HEALTH
School’s Project / Speech Space / Connected Classrooms
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SCHOOL OF COMMUNITY HEALTH
What we’ve learnt...
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SCHOOL OF COMMUNITY HEALTH
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SCHOOL OF COMMUNITY HEALTH
Applying the SPiCE model to speech pathology practice
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SCHOOL OF COMMUNITY HEALTH
Clinical Implications / Future DirectionsChange focus: Outcomes vs. OutputsFind “champions” – be connectedWorkforce preparation
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Department of Education and Communities
Acknowledgment
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References
Beecham, R. & Denton, M. (2010). Collaborative engagement in fieldwork education. In L. McAllister, M. Patterson, J. Higgs, & C. Bithell (Eds.). Innovations in Allied Health Fieldwork Education: A Critical Appraisal. Sense Publishers.
Speech SPACE: Speech Pathology and Classroom Exchangehttp://csusap.csu.edu.au/~mdenton/pages
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SCHOOL OF COMMUNITY HEALTH
Going the Distance: Providing speech pathology services to schools in rural NSWLibby [email protected]+61 2 6051 XXXX
Jane [email protected]+61 2 6051 9224
