Speech-Language Therapy in Sub-Saharan Africa: The Emergence of a Profession in a Diverse Multilingual and Multicultural Context

authored by: Ulrike Lüdtke
Abstract: Background: All over sub-Saharan Africa (SSA), evidence of the emergence of the profession of speech–language therapy (SLT) can be detected. This development can be illustrated through the availability of SLT in some major capitals, the implementation of university-based SLT training programs in several countries, and the execution of small research projects often in cooperation with internationally recognized SLT departments. Besides that, the founding of national and regional SLT associations and the hosting of SLT conferences attended by hundreds of practitioners and researchers from the whole continent as well as abroad can be observed. Methodology: In a meta-theoretical reflection based on scientific theory and supported by the findings of group discussions conducted alongside two conferences, this chapter analyzes the specific needs, chances and challenges, tasks, and opportunities that characterize this very special historic process and the driving forces behind it. Results: Within the current process of professionalization, one of the most important outcomes seems to be that of a sustainable balance between copying the models and blueprints of the Minority World and reinventing the wheel for the Majority World all over again. With the aim of establishing an independent but still globally connected SLT profession, the following leading key concepts could be identified: a grounding in an Africa-specific linguistic identity, the adaptation to a genuinely diverse multilingual and multicultural context, and the overcoming of the often subconscious collective processes of abjection, which are barriers to the inclusion of persons with communication disorders. Discussion: A multilevel approach for the systematization and further professionalization of SLT in SSA at the interface of Sustainable Development Goals 3 (Health) and 4 (Inclusive Education) is proposed and discussed. The levels of this approach range from evidence-based concepts for SLT service delivery in underserved rural areas, to the decolonization of SLT curricula, to the ownership of data in international research projects.
Organisation(s): Institute of Education for Special Needs
Type: Contribution to book/anthology
Pages: 15-35
No. of pages: 21
Publication date: 04.02.2023
Publication status: Published
Peer reviewed: Yes
ASJC Scopus subject areas: Medicine(all), Psychology(all)
Sustainable Development Goals: SDG 4 - Quality Education
Electronic version(s): https://doi.org/10.1007/978-3-031-04504-2_1 (Access: Closed)