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New Zealand deaf adults' perspectives on speech-language therapy for deaf children
Jayne Newbury1, Rosie Lamb1, Toby Macrae1
1School of Psychology, Speech and Hearing, University of Canterbury, Christchurch 8140, New Zealand.
Abstract:
Speech-language therapy (SLT) within deaf education in Aotearoa New Zealand remains influenced by oralist traditions. Māori deaf individuals also face barriers to their culture and native language. This qualitative study explored deaf adults' experiences and perceptions of SLT, including how SLTs should best support deaf children. Focus groups and interviews were conducted with 11 deaf adults (aged 28-65) who had engaged with SLT. Data were generated in New Zealand Sign Language or English and analysed using reflexive thematic analysis. Ensuring deaf children thrive and flourish was the overarching theme, with three subthemes (1) Hearing differences create a unique experience (2) Consider the child's unique ecosystem and (3) The profession's responsibilities. Participants wanted culturally affirming collaborative SLT practice, including signed and spoken languages. They prioritised early language access, communication success, strong therapeutic relationships and diversifying the workforce to ensure deaf children flourish.
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