AN EXAMINATION OF THE INDICATORS OF EFFECTIVE COLLABORATION IN TREATMENT OF LANGUAGE DISORDERS IN CHILDREN WITH AUTISM IN NAIROBI CITY, KENYA

Authors

  • Musungu Anne Kasachia Master's Student, Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya
  • Tom Abuom Lecturer, Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya
  • Mathew Kinyua Karia Lecturer, Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya

DOI:

https://doi.org/10.46827/ejse.v9i3.5106

Keywords:

indicators of effective collaboration, treatment, language disorders, children with autism

Abstract

The purpose of this study was to examine the indicators of effective collaboration in the treatment of language disorders in children with autism in Nairobi City County. This study was guided by Belbin’s Theory of Teamwork and Gregory’s Theory of Perception. The study adopted the qualitative research design targeting 55 caregivers and 10 speech therapists. Purposive sampling was used to select 20 participants. The research was conducted in Nairobi County and piloting at a medical Hospital. Qualitative data was collected using in-depth interviews and analysed thematically. The study findings showed that the indicators of effective collaborative approaches include achievement of set goals, improved speech, inclusivity of all those involved, improved sharing of information, and improved decision-making. Collaboration ensures that the caregivers are well-informed about the treatments and interventions. The study recommends that the public should be educated on the different disorders such as autism and other spectrum disorders that may cause language disorders to address issues of stigmatization and the benefits that come with adopting collaborative approaches in treating language disorders in children with autism.

 

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Author Biographies

  • Musungu Anne Kasachia, Master's Student, Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya

    Musungu Anne Kasachia is a Speech Therapist at Koinonia Community Paolo’s Home Kibera Nairobi. She is a Master’s Degree holder in Special Needs Education (Speech and Language Pathology) at the Department of Early Childhood and Special Needs Education in the School of Education Kenyatta University, Kenya. She has a keen interest in advancing in the research of learners with Speech and Language Pathology Disabilities.

  • Tom Abuom, Lecturer, Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya

    Tom Abuom (PhD) is a Lecturer in the Department of Early Childhood & Special Needs Education (Speech & Language Pathology Program), Kenyatta University (Nairobi-Kenya). Area of specialization: Speech and Language Pathology; Clinical Linguistics; Neurolinguistics & Aphasiology. His research interests are in the area of Communication Disorders in Geriatric Population and Aphasia.

  • Mathew Kinyua Karia, Lecturer, Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya

    Mathew Kinyua Karia (PhD) is a Lecturer in the Department of Early Childhood & Special Needs Education (Speech & Language Pathology Program), Kenyatta University Nairobi, Kenya. He teaches in the area of Speech and Language Pathology. He is also a consultant in the field of Speech and Language Pathology. His research interests are in the areas of Speech and Language Pathology, Hearing Impairment, Inclusive Education, Neurolinguistics, Phonetics, and Phonology. He is also working in various Kenyan hospitals as a consultant speech therapist as well as a volunteer speech therapist with Operation Smile Inc., a USA-based NGO as well as Starkey Hearing Foundation. Dr. Karia holds a Doctor of Philosophy (Phonetics/Speech & Language Pathology) from Cologne University (Germany), M. A (Linguistics/ Phonology) from Kenyatta University (Kenya), and B.Ed (Arts- English/Literature) from Kenyatta University.

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Published

2023-11-15

Issue

Vol. 9 No. 3 (2023)

Section

Articles

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