ORCID Profile
0000-0002-1905-424X
Current Organisation
Charles Darwin University
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Publisher: Northern Institute
Date: 12-2019
Publisher: American Speech Language Hearing Association
Date: 26-12-2019
DOI: 10.1044/2019_PERS-SIG17-2019-0007
Abstract: In this article, we consider the literature on international student placements to contextualize and describe a 10-year relationship that enables speech-language pathology (SLP) students in their final year of studies at a Canadian university to complete a 10-week clinical placement with a nongovernmental organization in Kenya. This work can be best described as a qualitative case study that includes the varied perspectives of students and colleagues (from both minority and majority worlds) involved in this partnership, which annually places Canadian SLP students in Western Kenya. Perspectives include the director of the nongovernmental organization, 1 East African speech-language pathologist responsible for hosting and supervising students, the clinical placement director in Canada, and the students themselves. The perspectives of minority world universities and their students tend to be privileged and more widely represented. This work contributes to the literature by including the views of the hosting majority world SLP partner agency. The varied perspectives reveal that the perceived advantages and difficulties of international SLP clinical placements differ for various stakeholders. As the SLP profession moves forward in an increasingly globalized world, it may be necessary for SLP peak professional bodies to develop best practice frameworks for overseas engagement.
Publisher: Informa UK Limited
Date: 28-11-2019
Publisher: National Rural Education Association
Date: 09-11-2017
DOI: 10.35608/RURALED.V38I2.225
Abstract: This paper describes a digital storytelling project, completed with two classes of “non-college bound” Seniors at Shady Grove High School in the Midwestern United States. Using narrative inquiry as a methodological framework, student’s stories were examined and considered as meaningful contributions to current knowledge about issues in rural education. Three broad themes revealed themselves in the student’s work: 1. High school is viewed solely as a pipeline to college, 2. High school is not seen as “useful” or meaningful for students with career aspirations that do not require a four-year college degree, and 3. High school is mediated through the relationships formed there (teacher and peer). This project revealed the complex and complicated ways in which one group of rural students engaged with digital literacies to reflect on who they are, how they see themselves, and how they view their educational experiences connecting to their future selves.
Publisher: Informa UK Limited
Date: 04-05-2022
Publisher: American Speech Language Hearing Association
Date: 17-12-2020
DOI: 10.1044/2020_PERSP-20-00090
Abstract: This commentary article describes the clinical context in the Northern Territory, Australia, and the concerns and changes in practice brought forth by COVID-19. We provide an overview of the local response, which has included a shift to telepractice, and discuss the merits and potential issues of telepractice service provision in remote and very remote Australia.
Publisher: American Speech Language Hearing Association
Date: 2017
Publisher: Cambridge University Press (CUP)
Date: 29-08-2023
DOI: 10.1017/JSI.2023.9
Abstract: Inclusive education is enshrined in law and supported by the literature as best practice in education. Inclusive education has been shown to provide better academic, social and behavioural outcomes for children with disabilities than segregated learning environments. In the Northern Territory, Australia, however, the dual system of mainstream and special education persists and so too does segregation and exclusion. The Northern Territory education strategy commits to strengthening inclusion and empowering families in educational decision-making by listening to their voices. In this paper, we highlight some of these voices, examining the experiences and perspectives of caregivers of children with disabilities as they participate in education in the Northern Territory. Caregivers’ experiences were coded into categories of inclusion and exclusion. Those that were not clearly inclusion nor exclusion were identified and the theme of non-inclusion was created. Non-inclusion was analysed thematically and is discussed as a nebulous space that exists for caregivers, presenting significant challenges that threaten their child’s inclusion at school as they navigate this dual system. If Australian education systems are to provide genuine inclusive education, we need to understand the experiences of caregivers better so we can remediate the issues creating non-inclusion for children with disabilities and caregivers.
Publisher: AOSIS
Date: 27-09-2021
Abstract: Background: The need for communication-related services in sub-Saharan Africa to support in iduals experiencing communication disability is a longstanding and well-documented situation. We posit the inequities highlighted by coronavirus disease 2019 (COVID-19) make this a relevant time for speech language therapists and the professional bodies that govern us to broadly consider our roles and practices in education, health and disability in local, national and global contexts.Objective: To illustrate what services developed with local knowledge can look like in Kenya in order to promote dialogue around alternative speech language therapy models, particularly in contexts where there are insufficient services, few trained speech language therapists and limited structures to support the emerging profession.Method: This article examines three clinical case studies from Western Kenya, using a conceptual framework for responsive global engagement.Results: Service needs in Western Kenya well exceed a direct one-on-one model of care that is common in the minority world. The service delivery models described here emphasise training, skills sharing and engaging the myriad of communication partners available to in iduals with communication disabilities.Conclusion: We offer up these case studies of collaborative practice as contextual realities that may be present in any speech language therapy programming in under-resourced communities. We dispel the idea that success in this work has been linear, progressed on planned time frames or come to fruition with targeted goal attainment. The fact that our relationships have endured in these communities since 2007 is our primary success.
Publisher: Informa UK Limited
Date: 07-12-2018
DOI: 10.1080/17549507.2018.1406003
Abstract: This paper is a critical review of past and present languages policies in Australian schooling. We highlight the One Literacy movement that contravenes the human rights of Australia's Aboriginal students. This in turn impacts students' right to freedom of opinion and expression as stated in Article 19 of the Universal Declaration of Human Rights. The One Literacy movement operates by equating Standard Australian English literacy acquisition with Australia's global competitiveness and economic success. There is only one pathway through the Australian English curriculum with common assessments and standards. However, the Australian Curriculum provides three distinctive pathways when students from an English-speaking background learn languages other than English. We reveal this double standard, where current educational policies prioritise the languages of trade (e.g. Chinese) and accommodate speakers of these languages. Meanwhile Aboriginal-language-speaking students are not provided with the same accommodations. For educational equity, there should be a distinctive English language learner pathway that recognises that the majority of remote Aboriginal students from the Northern Territory are learning English as an additional language. We advocate for these changes because all children have a right to an appropriate education that will enable them to flourish as learners and citizens.
Publisher: AOSIS
Date: 21-11-2022
Abstract: Providing equitable support for people experiencing communication disability (CD) globally is a historical and contemporary challenge for the speech-language therapy profession. A group of speech-language therapists (SLTs) with ongoing and sustained experiences in Majority and Minority World contexts participated in five virtual meetings in 2021. The aim of these meetings was to develop provocative statements that might spur a global discussion among in iduals and organisations that support people experiencing CD. The following questions were discussed: What is our vision for the future of the profession globally? What are the global challenges around access to speech-language therapy services?Four main themes emerged: (1) the need to centre people experiencing CD as the focal point of services, (2) participation, (3) equity and (4) community. The themes relate to the need for a process of de-imperialism in the profession. Suggestions were made to develop more suitable terminology and to establish a global framework that promotes more equitable access to communication services. We seek the adoption of approaches that focus on reciprocal global engagement for capacity strengthening. Alternative models of culturally sustaining and equitable service delivery are needed to create impact for people experiencing CD, and their families worldwide.Contribution: Provocative statements were developed to prompt global conversations among speech-language therapy professionals and associations. We encourage readers to consider the questions posed, share their viewpoints and initiate positive change towards a global strategy.
Publisher: Springer International Publishing
Date: 2023
Publisher: Informa UK Limited
Date: 19-04-2021
Publisher: Springer Science and Business Media LLC
Date: 21-11-2017
Publisher: Springer International Publishing
Date: 2023
Publisher: Informa UK Limited
Date: 15-12-2022
Publisher: American Speech Language Hearing Association
Date: 17-12-2020
DOI: 10.1044/2020_PERSP-20-00108
Abstract: This clinical focus article describes speech-language pathology practices of one nongovernment organization in Western Kenya and the professional shifts brought about by COVID-19 in East Africa. This first-person account presents a local overview of the situation, including practical challenges, which are ongoing.
No related grants have been discovered for Bea Staley.