Non-speaking children in schools for children with mental handicaps in the Pretoria area : a survey of communication and related problems

Abstract

The prevalence of non-speaking children in special education is internationally estimated to be 3,5-6%. To date very little demographic data is available for nonspeaking children with regard to the prevalence, interaction needs and abilities. This is reflected in the lack of adequate planning for integration into society, economical self-sufficiency and full participation in the ordinary social life of the community. In South Africa statistical information for this population is practically non-existent. Available information is based on the medical model in which different etiologies are emphasized, often with little or no reference as to how the disability influences the functional communication of the individual in society. It is against this background that the present study proposed to investigate the prevalence of severe communication pathology in all registered schools for children with mental handicaps in the Pretoria area, m order to assess the current need for AAC intervention within these contexts. The present study is demographic in nature. Two questionnaires were developed and were completed by classroom teachers in conjunction with fieldworkers. All children in registered schools for children with mental handicaps between the ages of 3 - 12 years were included. The applicability of the questionnaires was tested by means of a pilot study prior to the main study. The first questionnaire was used to collect personal data from the 55 teachers who were included in the study. The second one was used to obtain information on the 412 children by discussing their abilities in all the different skill areas ( cognitive, motor, sensory, communication and social), functional reading, writing and mathematical abilities. In addition, the children's exposure to therapy (speech, occupational and physiotherapy) was described. Results indicate that the non-speaking children in schools for children with mental handicaps in the Pretoria area constitute a large population (38,3 % ) with heterogeneous characteristics and abilities. Furthermore it was noted that the nonspeaking children received considerably less therapy than the speaking children regardless of the fact that these children need intensive, specialized therapy and AAC services. It also shows that professionals (teachers and therapists) need knowledge and skill training in AAC strategies. This study was the first step in determining the prevalence and characteristics of non-speaking children in schools for children with mental handicaps in the Pretoria area. Information obtained from this survey can therefore be used as a basis from which to project and plan service delivery to this underserved population.