Browsing by Author "Lydall, Martha"
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- ItemInvestigating the perceptions of speech-language therapists working in the public health and education sectors, about the services they provide to children with cerebral palsy in the greater Johannesburg region, from birth to six years(Stellenbosch : Stellenbosch University, 2020-12) Lydall, Martha; Gerber, Berna; Stellenbosch University. Faculty of Medicine and Health Sciences. Dept. of Health & Rehabilitation Sciences. Speech Language and Hearing Therapy.ENGLISH SUMMARY : Background: Prior to entering the basic education system at six years of age, speech and language assessment, diagnosis, and treatment of children with cerebral palsy (CP), take place in hospitals and primary healthcare settings in the South African public sector. This is informed by governmental guidelines. Paediatric patients are directed through a referral pathway, ideally from a hospital setting to a primary healthcare facility for rehabilitation and issuing of appropriate assistive devices. Once children are of school-going age, they are referred to the education sector for schooling. Nearly twenty years since the establishment of the National Rehabilitation Policy, strides have been made to improve accessibility to rehabilitation services as well as the quality of life of children with CP in the health and education sectors. Shortfalls however still exist in implementing this policy. It is therefore important to explore the referral pathway that bridges these two sectors, to identify possible gaps that may occur and affect the continuity of therapy for children with CP. Aims and Objective: The main objective of this study was to investigate the perceptions of Speech-Language Therapists (SLTs) working in the Gauteng Department of Health (GDH) and Gauteng Department of Education (GDE), in Johannesburg region A, about the services they provide to children with cerebral palsy, from birth to six years of age. Participants and Methodology: A qualitative research design was followed, specifically the approach of phenomenology. A semi-structured interview protocol was employed, which consisted of open-ended questions and probes. This protocol was used to guide eight focus groups and one individual interview. A total of 31 SLTs working in public hospitals, clinics and Learners with Special Educational Needs (LSEN) schools participated. Interviews were audio-recorded for transcription and subsequent thematic analysis. Findings: The most prominent theme was that there was a perceived chasm between the GDH and the GDE in the referral process of young children with CP. Participants working in the health sector and participants in the education sector expressed frustration that highlighted the need to address the perceived lack of communication between these two sectors in the region. A recurring perception of the participants was that the GDE failed to address the specific needs of the child during school placement. Failure to place children into schools where the existing resources and infrastructure are aligned with the specific needs of the child, placed enormous strain on the rehabilitation systems, with outcomes such as increased caseloads in the health sector; strains on the curriculum; ineffective deployment of resources; and a breakdown in trust between the community and the education system. Conclusion: The results suggest that a cohesive plan should be formulated and executed in order to bridge the perceived chasm between the GDH and the GDE in the referral process of children with CP from the hospital or clinic setting, into the school environment. This may facilitate communication, collaboration, education, as well as resource sharing between the departments.