Abstract
The aim of this study was to describe children enrolled in registered schools for children with severe mental disabilities in the greater Pretoria area in order to compile a profile of nonspeaking children. Emphasis was placed on the prevalence of nonspeaking children as well as on their functioning in different skill areas in order to assess the need for service delivery. Two questionnaires were developed; the first for obtaining biographical data from teachers; the second for obtaining information on the communication and related abilities of children between 3-12 years. The particular teachers completed the questionnaires in conjunction with fieldworkers. Results indicated a high prevalence (38%) of nonspeaking children in schools for children with severe mental disabilities in the Pretoria area and also indicated that they were a heterogeneous group regarding communication and related abilities. This survey was the first step in determining prevalence and describing nonspeaking children in schools for children with severe mental disabilities in South Africa. Results also indicated that these children are in great need of additional service delivery with special reference to augmentative and alternative communication (AAC) strategy implementation.
Highlights
The devastating effect that the inability to speak has on an individual's daily life has been described extensively during the last two decades by nonspeaking people themselves as well as by those who interact closely with them
Lb accurately describe the prevalence of nonspeaking children it is important to provide a comprehensive overview of all the children included in the survey
Nonspeaking children in schools for children with severe mental disabilities in the greater Pretoria area constitute a large population with heterogeneous characteristics and abilities, who need intensive, specialized therapy and alternative communication (AAC) services
Summary
The devastating effect that the inability to speak has on an individual's daily life has been described extensively during the last two decades by nonspeaking people themselves as well as by those who interact closely with them. Kopenhaver and Yoder (1992) pointed out that as many as 80% of nonspeaking people have very poor literacy skills. "Speech is the most important thing we have. The data collection procedure required that both Questionnaire I and Questionnaire II be tested in a pilot study, after which certain revisions were made Permission to conduct this survey was obtained from the local school authorities and 5 fieldworkers were trained in completing both questionnaires effectively and efficiently by providing them with the necessary skills and knowledge.
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