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Acknowledgements The authors gratefully acknowledge Ms Quyen Pham and Ms Han Tran, Trinh Foundation Australia employed speech-language pathology interpreters/translators based at University Pham Ngoc Thach, who translated emails between authors and vignettes from English to Vietnamese and vice versa, with efficiency and accuracy, as the drafts of the vignettes developed. Author Lindy McAllister also acknowledges their colleagues Dr Jacqueline Raymond and Ms Robyn Johnson who provided advice on a draft of the paper. References American Art Therapy Association. (2013). What is art therapy? Retrieved from http://www.arttherapy.org/upload/ whatisarttherapy.pdf Brown, K., Worrall, L.E., Davidson, B., & Howe, T. (2012). Living successfully with aphasia: A qualitative meta-analysis of the perspectives of individuals with aphasia, family members, and speech-language pathologists. International Journal of Speech-Language Pathology , 14 (2), 141–155. Dorze, G., Salois-Bellerose, E., Alepins, M., Croteau, C., & Halle, M-C. (2014). A description of the personal and environmental determinants of participation several years post-stroke according to the views of people who have aphasia. Aphasiology , 28 , 421–439. Douglas, J. (2013). Conceptualizing self and maintaining social connection following severe traumatic brain injury. Brain Injury , 27 (1), 60–74. Ewing, S. E. A. (2007). Group process, group dynamics, and group techniques with neurogenic communication disorders. In R. J. Elman (Ed.), Group treatment of neurogenic communication disorders: The expert clinician’s approach (2nd ed.). Abingdon, Oxfordshire: Plural Publishing. Hauser, V., Howlett, C., & Matthews, C. (2009). The place of indigenous knowledge in tertiary science education: A case study of Canadian practices in indigenizing the curriculum. Australian Journal of Indigenous Education , 38 , Supplement, 46–47. Hawley, L.A., & Newman, J.K. (2010). Group interactive structured treatment (GIST): A social competence intervention for individuals with brain injury. Brain Injury , 24 (11), 1292–1297. Holland, A. (2007). The power of aphasia groups: Celebrating Roger Ross. In R. J. Elman (Ed.), Group treatment of neurogenic communication disorders: The expert clinician’s approach (2nd ed.). Abingdon, Oxfordshire: Plural Publishing. Kim, S. H., Kim, M. Y., Lee J. H., & Chun, S. I. (2008). Art therapy outcomes in the rehabilitation treatment of a stroke patient: A case report. Art Therapy: Journal of the American Art Therapy Association , 25 (3), 129–133. McAllister, L., Woodward, S., Atherton, M., Nguyen Thi Ngoc Dung, Potvin, C., Huynh Bich Thao, Le Thi Thanh Xuan, & Dien Le Khanh. (2013). Viet Nam’s first qualified speech pathologists: The outcome of a collaborative international partnership. Journal of Clinical Practice in Speech-Language Pathology , 15 (2), 75–79. Nixon, S. A., Cockburn, L., Acheinegeh, R., Bradley, K., Cameron, D., Mue, P. N., Samuel, N., & Gibson, B. E. (2015). Using postcolonial perspectives to consider rehabilitation with children with disabilities: The Bamenda- 1 Speech therapy is the term used in Vietnam.

learned from minority-world lecturers and clinical educators at University Pham Ngoc Thach and integrated this in their own developing clinical practice to develop and deliver basic training in speech therapy to current and future health professionals and the general public. Their indigenised curricula and resources will be invaluable in the future Bachelor degree level education planned for Vietnam. Their experience as educators will contribute to local leadership and hence sustainability of these degrees. Wylie, McAllister, Davidson, and Marshall (2013) discussed the inadequacy of current models of SLP service delivery for PWCD in the minority world for meeting the needs of all PWCD; the reach of SLP services needs to extend beyond what the speech-language pathologists themselves can achieve. The vignettes illustrate new models which extend the reach of services to PWCD by engaging staff not traditionally seen as agents of SLP intervention. For example, vignettes 3 and 4 describe the engagement of other allied health professionals and special education teachers to interprofessionally deliver early intervention services to children with communication disabilities and Vignette 2 describes how art students assist with running the Art Groups. Vignette 3 illustrates the use of what could be termed mid-tier workers, as recommended by the World Report on Disability (WHO and World Bank, 2011). In all cases the new models which extend reach have led to more children and families receiving SLP services than could have been achieved by the vignette authors alone. Furthermore, each is based around ongoing clinical support and mentoring to ensure sustainability and service quality. An essential next step will be to develop an evidence base for these approaches through formal evaluation and research programs to investigate the impact of these approaches on client outcomes. Of interest is the high degree of institutional support the speech-language pathologists received from their employers to engage in these innovative practices. SLP staff from CH No.1 were given considerable time off work to travel to Đà N ẵ ng to teach and then to provide clinical training back in Ho Chi Minh City for the Đà N ẵ ng students. Le Thi Dao was encouraged by her hospital to appear on television to promote SLP. Le Thi Thanh Xuan was provided time release and financial support from her hospital to travel to Australia and learn about early interventions services. Le Khanh Dien was not only supported to develop the Art Group by his hospital but also supported to mount an art exhibition of his patients’ work and to invite high-level government officials and television stations to cover the event. Speech-language pathologists in minority-world countries might well envy the high-level government commitment in Vietnam to developing SLP education and services. Sustained government commitment will of course be required over a long-time frame to embed SLP in the Vietnamese health care system. In summary, the vignettes suggest that these speech- language pathologists have moved beyond imported minority-world curricula and SLP practice models to indigenise and create their own teaching and clinical practice approaches. The vignettes describe exciting innovations from the majority world in SLP service development, clinical services, educating others, and the use of media to promote the SLP profession and services, from which speech-language pathologists in minority-world countries can learn. Their innovations extend the reach of SLP services and are locally sustainable.

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JCPSLP Volume 18, Number 3 2016

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