JCPSLP Vol 14 No 1 2012

Research update

Andrew Dean Fildes Foundation for Language-Learning Disabilities Increasing student experiences with children in rural and remote areas Carl Parsons

M cAllister and colleagues (McAllister, 2005; McAllister & Lincoln, 2004; McAllister et al., 2004) have urged the profession to seek new mechanisms to provide clinical experiences to students. In a number of her publications she has pointed out that the changing nature of the profession requires that attention be given to rural and remote areas of Australia, and some special attention to Aboriginal communities. One model for rural and remote placements using non-traditional sites and partnerships was recently introduced by Jones et al. (2011). Their program utilised 3 groups of final year students (a total of 17), who participated in a 6-week placement. Students worked in pairs running clinics at local primary schools, which were supervised by local speech pathologists. Individual student needs were closely monitored and tailored levels of clinical and non-clinical supervision/support were developed to enhance participant experiences. Students also participated in the local inter- professional learning program. The curriculum requirements for the placement were determined and monitored by academic staff from the Faculty of Health Sciences, University of Sydney and delivered collaboratively on-site. Projects such as these give students in speech pathology a unique opportunity to learn about rural and remote living. They also provide an opportunity for the rural communities to have increased access to speech pathology services. The Andrew Dean Fildes Foundation for Language- Learning Disabilities was established in 1986. Its primary aim is to provide screening, comprehensive assessments, and intensive therapy programs for students with language- learning disabilities. In 2009, the foundation was awarded the Community Contribution award by Speech Pathology Australia for providing a significant and valuable contribution to the speech pathology profession. The foundation organises placements in schools for university students and employs clinical education supervisors for overseeing students on placements to ensure quality programs are offered. The foundation has provided over 350 clinical

placements and provided over $20 million in services to the Australian community. The foundation’s long-term aim is to have a speech pathologist or special educator placed in every school in Australia. The foundation is gradually expanding its services to rural and remote areas outside of Victoria. As part of this move to rural areas, in 2009–10 the foundation entered into a partnership with Charles Sturt University (CSU), School of Community Health, Department of Speech Pathology. The aim of this partnership was to utilise speech pathology students to provide a range of programs for children in three preschools and four primary schools in a remote rural area of NSW. The schools are geographically 600 km west of Sydney with the largest towns of Bathurst at 250 km to the east and Dubbo to the north at 230 km. There are two small towns (separated by 100km) where the schools are located, with a total population of approximately 5000. The area was originally inhabited by the Wiradjuri people and the towns’ population is estimated at between 20 and 40% Aboriginal people. The foundation also established a partnership with the Department of Families, Housing, Community Services and Indigenous Affairs and the Wagga Wagga Indigenous Coordination Centre. Through these partnerships the foundation was able to work with the local schools in a rural community to obtain some in-kind support (accommodation for staff and students) for a series of speech pathology programs. The Fildes Foundation provided all equipment including screening, assessment and therapy materials. The foundation provided some additional funding for students’ meals and petrol costs. The foundation paid for organisational costs, supervisory staff, and organisational and management time. The foundation purchased a colour laser printer for use during the program. Europcars Australia provided two 6- seater vehicles for the last program for 4 weeks. The agreement was that with support from university students from CSU and students at LaTrobe University we would offer 1) screenings to all the preschool students,

Carl Parsons

Table 1. Number of university students involved, supervisors, program type, and duration Number of students University Full-time supervisors Program type

Duration 1 week 1 week 1 week 2 weeks 4 weeks

5 5

CSU CSU

2 2 2 1

Screening Screening

4 + 4

CSU + LaTrobe

Screen + assessments*

2

LaTrobe LaTrobe

Intensive therapy Intensive therapy

10

2 (but 6 different staff)

The uni students worked from 8.30 to 5.00 each day. They worked with clients from 9.00am until 3.30. * For the assessment program, two 4th year occupational therapy students from Deakin University were also involved.

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JCPSLP Volume 14, Number 1 2012

Journal of Clinical Practice in Speech-Language Pathology