‘Helping or something’: perceptions of students with aphasia and tutors in further education

Abstract

The disparities identified in the participants' accounts suggest that both parties need to be more aware of the roles and responsibilities if individuals with disability are to have equal opportunities in further education.

Participación e inclusión social en adultos con afasia: análisis bibliométrico

“…El apoyo social y la aceptación son necesidades para las personas con afasia, quienes manifiestan molestia frente actitudes de rechazo y aislamiento, los interlocutores tienden a usar una comunicación y lenguaje directivo, usan estrategias excluyentes como emitir una cadena de comandos con una sola palabra, hablar en segunda persona e insistir en repetir palabras y frases o ignorar la presencia de las personas dentro de contextos (71,72). Los profesionales de la salud también presentan actitudes apáticas por desconocimiento, en la mayoría de los casos, que atentan contra la dignidad del usuario, las acciones asistenciales pueden ser excesivas e invasivas y la información de planes terapéuticos y procedimientos suelen ser insuficientes o inadecuadas (73).…”

Grounded theory as a method for research in speech and language therapy

“…how we make decisions). Research such as that by Bruce et al (2006), Markham and Dean (2006) and Trulsson and Klingberg (2003), where the focus is on discovering what the true concern is for client groups or parents/carers, the processes that are at work in their lives, and the ways in which these processes are maintained or limited, is imperative in order for the profession to truly meet our clients needs. In addition, understanding more about professional issues such as how SLTs make decisions, develop competencies, and manage client–clinician relationships (e.g.…”

“…It may be noted that some researchers who use grounded theory methods do not aim for a theoretical product at all, but aim to illuminate the ‘core’ problem or issue, and related concepts. A good example of this is the research by Bruce et al (2006) who investigated experiences of students with aphasia and their tutors, attempting to discover how students managed in further education. They discovered that the core problem for students with aphasia was ‘accessing learning support’, which was related to both being aware of needs and being able to explain their needs successfully.…”

The Consequences of the Consequences

“…Existing literature on the experiences of people with aphasia in the educational sector describes both experiences in which the challenges of trying to access education lead to withdrawal (e.g., Parr, Byng, Gilpin, & Ireland, 1997 ) and those in which academic success was achieved despite these challenges (e.g., Bruce, Parker, & Renfrew, 2006 ; Parr et al, 1997 ). That is, in addition to the person's language impairment, the findings reported in the literature revealed environmental barriers experienced by people with aphasia in the educational setting.…”

“…Because of the high-level language demands in educational settings and the communication difficulties inherent to aphasia, people with aphasia may be limited in their capacity to participate in formal education without learning support ( Bruce et al, 2006 ; Parr et al, 1997 ). Aphasia can restrict a person's ability to engage with the process of education, which is normally conducted in the spoken and written language modalities, including their ability to meet linguistically focused outcome assessment requirements.…”