Handbook of Speech-Language Therapy in Sub-Saharan Africa

lt;b>Ulrike Lüdtke, Ph.D., is the head of the Department of Speech-Language Pathology, the BabyLab, SpeechLab, and the Speech Clinic at the Institute for Special Education at Leibniz University of Hannover, Germany. From 2009 until 2011, she was dean of research at the Faculty of Humanities at Leibniz University. Her research focuses on language and emotion, inclusion, international comparative speech-language pathology, language and communication development under diverse circumstances, and multilingualism. In a variety of different research projects, she cooperates internationally with universities, labs, and institutions in Paris, Edinburgh, the United States, India, and East and South Africa. Her last publication was on Emotion in Language (Benjamins, 2015) and on Speech-Language Therapy in Inclusive School Settings (UTB, 2015).
Edward Kija, M.D., is a consulting pediatrician and a lecturer at Muhimbili University in Tanzania. He is finishing a fellowship in pediatric neurology at Red Cross War Memorial Children's Hospital in Cape Town, South Africa supported by the African Pediatric Fellowship Program. He did his undergraduate and postgraduate training in Tanzania at the University of Dar es Salaam and Muhimbili University, respectively. Since 2011, he has been working as a consulting pediatrician for the Muhimbili National Hospital in Dar es Salaam, Tanzania, and also currently works with a clinic focusing on children with dysphagia, cerebral palsy, and epilepsy.
Mathew Kinyua Karia, Ph.D., is a Lecturer in the Department of Special Needs Education at Kenyatta University, Nairobi, Kenya, where he teaches courses in speech and language pathology. He works in various Kenyan hospitals as a consultant speech therapist and volunteers as a speech therapist with Operation Smile Inc., a USA-based NGO. Dr. Karia holds a Ph.D. in neurolinguistics and phonetics from Cologne University (Germany), an M.A in linguistics from Kenyatta University (Kenya), and a Certificate in Speech Pathology (USA) and B.Ed (Arts) from Kenyatta University. His doctoral thesis deals with speech processing in the brain and was published as the book, Analysis of Dysarthric Speech after a Traumatic Brain Injury: A Gestural Approach. In the book, he also discusses new approaches that may be used in rehabilitation of individuals who suffer brain injuries. Dr. Karia has published in the area of speech production, especially in the area of cleft lip and palate. He wrote his master's thesis in this area where he looked at children with cleft lip and palate in Kenya.

PART I: PROF.- Introduction to Section I.- Speech-Language Therapy in Sub-Saharan Africa: The Emergence of a Profession in a Diverse Multilingual and Multicultural Context.- Speech-Language Therapy in Sub-Saharan Africa: Development and Sustainability of Services for Persons with Communication Disability.- Maximizing the Benefits and Minimizing the Risks from the Contribution of 'Outsiders' to the Development of Services for Persons with Communication Disability in sub-Saharan Africa.- Clinical Competence of Speech-Language Therapists in Culturally and Linguistically Diverse Contexts: A Qualitative Study of Intercultural Work Experiences Abroad.- The History of Speech-Language Therapy in Kenya: A Collective Memory.- The Development of the Speech-Language Therapy Profession in West Africa: Over 10 Years of Experience.- A Revolution in Training Speech-Language Therapists in Sub-Saharan Countries and Globally.- The Demands of Context: Development of a Relational In Vivo Methodology for Participative Speech-Language Therapy Research in Sub-Saharan Africa.- Speech-Language Therapy in Kenya: Trends, Challenges and Opportunities.- Obulala Na-maani: Unity is Strength Speech-Language Therapy and Community Engagement in Three Kenyan Communities.- PART II: DEV & PREV.- Introduction to Section II.- Paradoxical Reflections on Bilingualism and Biliteracy: Relevance for Speech-Language Therapists in Sub-Saharan Africa.- Typical Phonological Development in Ugandan Language: A Case of Rukiga - A Pilot Study.- The Participatory Potential of Photovoice as a Relational In Vivo Research and Training Method: The Case of a Community-based Prevention Program on Early Communication and Language Disability in Underserved Rural Sub-Saharan Africa.- A Network of Knowledge: Participatory Development of Culturally Sensitive Information, Education, and Communication Materials forthe Prevention of Communication Disability in Rural Tanzania.- Pediatric HIV/AIDS and Communication and Developmental Disorders in South African Children.- Hear Africa! Improving Language Development, Education, and Participation of Children with Severe Sensorineural Hearing Loss in Tanzania.- PART III: ASS & TREAT.- Introduction to Section III.- Development of Speech-Language Therapy Assessments for the Languages of South Africa.- Assessing Language in South Africa: Use of the Passive Construction.- Methods for Devising a Standardized Language Assessment for isiZulu Preschoolers: Implications for Sub-Saharan Africa.- Using Acoustic Phonetics in the Assessment and Treatment of Speech Disorders.- The Capacity to Assess and Treat Communication Disability in Kenya: Field-Based Evidence.- Linguistically and Culturally Diverse Children with Language Disorders in sub-Saharan Africa: Approaches to Service Delivery.- Speech, Language, and Swallowing Difficulties in Neurology: A Sub-Saharan African Perspective.- Active Aging with Aphasia: A Case of Kiambu County, Kenya.- Development of a Mobile SLT Clinic: An Example from East Africa.- The Organization of Cochlear Implant Programs in Tanzania: Assessment of Needs and Challenges.- PART IV: INCL.- Introduction to Section IV.- Communication, Disability and Human Rights: Exploring the Role of the Sustainable Development Goals.- Access to Early Childhood Development and Inclusive Education Services for Refugee Children with Communication Disability in Rwanda.- Inclusion of Children with Social Communication Disorder in Kenya.- Promoting Social Communication: Teaching Strategies for Students with Autism Spectrum Disorder in East Africa.- Navigating Communication Difficulties Faced by Children with Autism Spectrum Disorder: Evidence from Kenya.- Using Augmentative and Alternative Communication Strategies in Schools in Namibia.- Critical Components in the Inclusion of Learners with Cerebral Palsy and Associated Communication Disorders.- Stuttering's Hidden Side: The Need for an Empathetic School Climate for Disfluent School-Age Children in Public Primary Schools in Kakamega, Kenya.- Sign Language Interpretation Services for Learners with Hearing Impairment in Inclusive Secondary Schools in Uganda: Challenges and Successes.- Epilogue: Speech-Language Therapy in Sub-Saharan Africa Revisited: Visions for Theory, Training, and Practice.