Speech-Language Pathology in Malaysia: Perspectives and Challenges

Abstract

Purpose Malaysia, with its diverse culture and multilingual population, presents a unique and interesting setting for working as a speech-language pathologist (SLP). This article discusses the challenges that SLPs face when providing speech and language therapy in Malaysia and issues that need to be addressed for continued growth of this profession. While providing suggestions to SLPs on methods to overcome the challenges faced and improve their clinical practice, this article also calls upon international collaborations in overcoming these challenges. Conclusions Within the last few decades, the SLP profession in Malaysia has continued to grow and develop as it seeks to offer services on par with countries where the profession is more established. However, there is still much room for improvement as Malaysia continues to overcome current challenges.

Self‐stigma and its associations with stress and quality of life among Malaysian parents of children with autism

“…One of the main limitations in this study is that almost all of our participants were recruited from an online support group (92.7%), indicating that most of these parents had prior knowledge and support in caring for a child with ASD. Future studies should consider recruiting parents from a wide range of sources, including hospitals and community‐based service centres, in order to reach a wider audience with varied education and income levels (Chu, Khoong, Mohamad Ismail, Altaher, & Razak, 2019; Chu & Tan, 2018).…”

What are the implications of climate change for speech and language therapists?

“…Speech and language therapy services are sparse in these countries. For example, in Sub-Saharan Africa, there was a ratio of 0-6 speech and language therapists per million population (Jochmann 2006, Mulwafu et al 2017, Wylie et al 2012 and similar limitations can be found in Asia and other parts of Africa (Cheng 2010, Chu et al 2019, Haas 2015, Pillay et al 2020. Many of the Sub-Saharan African countries have no training programmes for SLTs (Mulwafu et al 2017).…”

“…2012) and similar limitations can be found in Asia and other parts of Africa (Cheng 2010, Chu et al . 2019, Haas 2015, Pillay et al . 2020).…”

“…Despite the need for adult services, SLTs in these countries provide predominantly paediatric services (Chu et al . 2019, Kumar et al . 2012, Wylie et al .…”

“…Many of the Sub-Saharan African countries have no training programmes for SLTs (Mulwafu et al 2017). Despite the need for adult services, SLTs in these countries provide predominantly paediatric services (Chu et al 2019, Kumar et al 2012, Wylie et al 2018. Inequality in communication services in LMICs is further exacerbated for some individuals, such as minority language and cultural groups, rural and remote inhabitants, women, the elderly, and those on low incomes (Jochmann 2006, WHO and World Bank 2011, Wylie et al 2018.…”