Revisiting the roles and responsibilities of speech-language therapists in South African schools.
Revisiting the roles and responsibilities of speech-language therapists in South African schools.
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重新审视南非学校言语治疗师的角色和责任。
DOI：
10.4102/sajcd.v60i1.8
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发表时间：
2013
期刊：
影响因子：
--
通讯作者：
Brenda Louw
中科院分区：
文献类型：
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作者：
A. Wium;Brenda Louw
根据南非不断变化的教育需求，需要重新审视言语语言治疗师在南非学校中的作用。本文基于Kathard等人的一篇论文。(2011)，其中讨论了该国在学校工作的可持续发展教师的作用方面不断变化的需求。南非的政策变化表明，从支持儿童转向支持教师，但也更加强调支持所有学习者识字，以努力解决过去的不平等现象。本文讨论了Kathard等人提出的几个问题。并探讨了外语教学在教育背景下的四个层面上的协作作用。学习者级别(第1级)的协作侧重于预防和支持，而教师级别(第2级)的协作则描述为培训、指导、监测和咨询。还可以在区一级(第三级)开展协作，重点主要是制定和实施扫盲和算术领域的教师支助方案。国家和省级教育(4级)的协作对所有其他角色来说都是关键，因为它影响政策。最后一个层面是倡导在学校使用第二语言教学的平台。这种新的作用和责任对今后的可持续发展战略的筹备工作具有重要影响。讨论了课程复习和专业发展的建议。建议SASLHA对这些变化作出回应，就学校中SLT的作用和责任制定一份立场声明。
The role of speech-language therapists (SLTs) in schools in South Africa needs to be revisited based on the changing educational needs in the country. This article builds on a paper by Kathard et al. (2011), which discussed the changing needs of the country with regard to the role of SLTs working in schools. South African policy changes indicated a shift from supporting the child to supporting the teacher, but also place more emphasis on the support of all learners in literacy in an effort to address past inequities. This paper addresses several of the questions that emerged from Kathard et al. and explores the collaborative roles played by SLTs on four levels in the education context. Collaboration at the learner level (level 1) focuses on prevention and support, whereas collaboration at the teacher level (level 2) is described in terms of training, mentoring, monitoring and consultation. Collaboration can also occur at the district level (level 3), where the focus is mainly on the development and implementation of support programmes for teachers in areas of literacy and numeracy. Collaboration at the level of national and provincial education (level 4) is key to all other roles, as it impacts on policy. This last level is the platform to advocate for the employment of SLTs in schools. Such new roles and responsibilities have important implications for the preparation of future SLTs. Suggestions for curricular review and professional development are discussed. It is proposed that SASLHA responds to the changes by developing a position statement on the roles and responsibilities of SLTs in schools.