Abstract
Speech-related professionals such as speech language pathologists (SLPs) and audiologists make use of neuro-advancements including neurotechnologies such as cochlear implants (CIs), brain-computer interfaces, and deep brain stimulation. Speech-related professionals could occupy many roles in relation to their interaction with neuro-advancements reflecting the roles expected of them by their professional organizations. These roles include: service provider, promoter of neuro-products such as CIs, educator of others, neuro-related knowledge producer and researcher, advocates for their fields and their clients in relation to neuro-advancements, and influencers of neuro-policy, neuroethics and neuro-governance discussions. Lifelong learning, also known as professional development, is used as a mechanism to keep professionals up to date on knowledge needed to perform their work and could be used to support the fulfillment of all the roles in relation to neuro-advancements. Using 300 English language Canadian newspapers and academic articles from SCOPUS and the 70 databases of EBSCO-Host as sources, we found that the neuro-advancement content linked to speech-related professionals centered around CIs and brain computer interfaces, with other neuro-technologies being mentioned much less. Speech-related professionals were mostly mentioned in roles linked to clinical service provision, but rarely to not at all in other roles such as advocate, researcher or influencer of neuroethics and neuro-governance discussions. Furthermore, lifelong learning was not engaged with as a topic. The findings suggest that the mentioning of and engagement with roles of speech-related professionals linked to neuro-advancements falls short given the expectations of roles of speech-related professionals for example. We submit that these findings have implications for the education of speech-related professionals, how others perceive the role and identity of speech-related professionals, and how speech-related professionals perceive their own role.
Highlights
Knowledge around neuroscience is advancing, as is the development of neurotechnologies [1,2,3](the term neuro-advancement will be used for both areas on)
The findings from this study suggest that the role narrative of speech-related practitioners linked to neuro-advancements focuses on clinical practices such as the assessment, therapy, and rehabilitation of clients and not on influencer of and knowledge contributor to neuroethics and neuro-governance discussions
Lifelong learning and professional development are not discussed as tools to obtain the skills and knowledge to contribute in a meaningful way to neuroethics and neuro-governance discourses
Summary
Knowledge around neuroscience is advancing, as is the development of neurotechnologies [1,2,3]. (the term neuro-advancement will be used for both areas on). Neuro-ethics emerged as a field to discuss the social, legal, and ethical issues that arise with neuro-advancements [4]. Neuro-governance is another discourse focusing on how to best advance neuro-related products and processes [5]. Stakeholder involvement is identified within neuroethics and neurotechnology governance discussions as an essential aspect of dealing with neuro-advancements [4,5,6].
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
