Myra Kersner

Voice problems of aerobics instructors: implications for preventative training

The paper describes the findings of a self-completion questionnaire survey that was designed to investigate the voice use and voice problems of a group of qualified female aerobics instructors (n=48). The respondents reported a high incidence of voice problems (52 per cent). The impact of voice problems on their work was also reported. The study suggests that the number of hours of instructing per week, years of instructing experience and reported tension levels are associated with reported voice problems. It also indicates a need for more adequate voice training and advice on voice care for this group of professionals who are at risk for voice problems.

Teachers and Speech and Language Therapists Working with Children with Physical Disabilities: Implications for Inclusive Education.

Jannet A. Wright and Myra Kersner, senior lecturers in the Department of Human Communication Science, University College London, consider the practical implications of recent policies for teachers and speech and language therapists working together in inclusive settings. Their conclusions complement McCartneys ideas in the previous article.

New approaches to learning on clinical placement.

Traditional models of clinical placements for students in speech and language therapy (SLT) are often based on a one-to-one model where the structure of the learning process is: theory, observation and practice. Literature relating to adult learning and professional education suggests alternative approaches to clinical training which may be relevant to SLT. Work in progress is discussed where alternative approaches to placements and student learning in a range of placement settings are being developed.

Speech and language therapy: The decision-making process when working with children.

Section I Professional Issues: learning how to be a professional. Section II Management in different settings. Section III Working with others. Section IV Assessing and managing children with communication problems

Collaborative working practices in schools for children with physical disabilities

Questionnaires were sent to speech and language therapists (SLTs) and teachers in 83 special schools catering specifically for children with physical disabilities. Sixty two teachers and 47 SLTs responded. The results indicated that there were different patterns of collaborative working in these special schools than had been found in a previous study in schools for children with severe learning disabilities (SLD). The majority of SLTs and teachers were using alternative and augmentative communication systems (AAC) with the children and, in the main, the SLTs introduced the aids to the children and their families. These findings have implications for the specialist training of speech and language therapists.

Working together for children with severe learning disabilities

It was apparent from the responses to a postal questionnaire sent to teachers and speech and language therapists working together in special schools, that, not only do they consider that it is important for them to collaborate when they work together for children with severe learning disabilities (Kersner and Wright, 1995), but that they work together more effectively when they have a shared understanding of each others work and each others role within that work. The respondents, who could all be considered to be specialists, either by virtue of their training, professional development, and/or years of specifically related work experience, indicated that they were involved in more joint working practice than Wright (1992) found in her study. This has implications for the future specialist training and the professional development of both teachers and speech and language therapists.

A Strategic Approach to Clinical Placement Learning

There are different ways of approaching the nationally reported shortages of clinical placements for speech and language therapy students in the UK. Viewing the problem as a simple issue of high demand and shortfall may result in seeking short-term solutions. However, in order to achieve effective longer term change, there is a need for an examination of the underlying aspects of the problem. In this paper the development and implementation of one departments clinical and professional strategy are described and some of the outcomes presented. It is suggested that strategic, long-term approaches also need to be considered more widely and that a national professional strategy should be developed.