Title page for ETD etd-04172007-153701

Document Type Master's Dissertation
Author Khan, Farhana
Email khanfr@ukzn.ac.za
URN etd-04172007-153701
Document Title Auditory processing disorders: training curriculum for communication pathologists within the South African context
Degree M(Communication Pathology)
Department Communication Pathology
Advisor Name Title
Dr N Campbell
Prof B Louw
  • curricula
  • training institutions
  • auditory processing disorder
  • audiologist
  • speech-language therapist
Date 2006-04-25
Availability unrestricted

This study examined the nature of the undergraduate curricula for Auditory Processing Disorders (APD) for communication pathologists (speech-language therapists and audiologists) within the South African context. An exploratory descriptive survey design was utilised. The respondents were the authoritative voices in the area of APD, i.e. academics based at training institutions involved in the training of Speech-Language Therapists and Audiologists in the field of APD. They represented five of the six South African training institutions training speech-language therapists and audiologists. Information on the training programmes offered in APD was obtained with the use of a specifically designed questionnaire. This was further supplemented by copies of the course descriptors and / or study guides supplied by the respondents from the respective training institutions. A curriculum analysis framework was utilised to analyse the curricula (Jansen & Reddy, 1998). The findings of the study indicated that the curricula offered in APD at all training institutions compared well to current research and literature in the field of APD. However, information was not transparent on how the South African social and contextual issues were incorporated into training in APD. The researcher proposed that the curricula currently in use did not require major changes but appropriate amendments are required to be considered. The critical paradigm of inquiry was advocated to be used when training in the area of APD. Additionally, the researcher motivated for and recommended additions to the curricula on APD to address the South African situation as an essential part of the curriculum. The researcherís principle guideline for amending the curricula was to incorporate these issues into the training based on the adoption of an ecological approach to assessment and remediation of APD.

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